■Diversity  ol  tie  State  ol  New  York  Bnlletin 

Entered  as  second-class  matter  August  a,  1913,  at  the  Post  OfSce  at  Albany,  N.  Y., 
under  the  act  of  August  34,  19x2 

Published  fortnightly 

No.  577  ALBANY,  N.  Y.  October  15,  1914 


ELEMENTARY  EDUCATION 

PREPARED  BY 

THOMAS  E.  FINEGAN 
Assistant  Commissioner  for  Elementary  Education 


FROM  THE  TENTH  ANNUAL  REPORT  OP  THE  NEW  YORK  STATE 
EDUCATION  DEPARTMENT 


PAGE 

PAGE 

A notable  year 

3 

Indian  schools 

93 

Gideon  Hawley 

4 

Schools  for  the  blind 

96 

Andrew  Sloan  Draper 

5 

Schools  for  the  deaf 

96 

John  Huston  Finley 

6 

Prison  schools 

99 

Education  Building 

7 

Department  expenditures 

lOI 

School  legislation 

12 

Subjects  for  immediate  consid- 

Teachers’ qualifications 

38 

eration  

116 

Professional  code  of  ethics  for 

State  Normal  School  at  Brock- 

teachers 

42 

port  

116 

Teachers’  retirement  law... 

46 

State  Normal  School  at  Buf- 

Normal school  teachers 

52 

falo 

117 

Isaac  B.  Poucher 

54 

State  -Normal  School  at  Cort- 

School buildings 

55 

land  

119 

The  organization  of  city  school 

State  Normal  School  at  Fre- 

systems 

58 

donia 

120 

Attendance  upon  city  and 

rural 

State  Normal  School  at  Geneseo . 

121 

school 

74 

State  Normal  School  at  New 

Rural  schools  must  be  made  the 

Paltz 

122 

equal  of  city  schools 

74 

State  Normal  School  at  One- 

Agricultural  education  in 

rural 

onta 

123 

schools 

75 

State  Normal  School  at  Oswego. 

124 

The  plan  in  Ulster  county. . 

77 

State  Normal  School  at  Platts- 

District  superintendents. . . . 

79 

burg 

125 

Grade  examinations 

82 

State  Normal  School  at  Pots- 

Township system 

88 

dam  

126 

ALBANY 

THE  UNIVERSITY  OP  THE  STATE  OF  NEW  YORK 
1914 


OF  tilt 


G3ar>Nx4>X5oo 


OCT  l8  iy'’& 


UNWtRSlT.  OF  llUSt' 


THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK 

Regents  of  the  University 
With  years  when  terms  expire 

1917  St  Clair  McKelway  M.A.  LL.D.  D.C.L.  L.H.D. 

Chancellor  Brooklyn 

1926  Pliny  T.  Sexton  LL.B.  LL.D.  Vice  Chancellor  Palm5Ta 
1915  Albert  Vander  Veer  M.D.  M.A.  Ph.D.  LL.D.  Albany 


1922  Chester  S.  Lord  M.A.  LL.D.  -----  New  York 

1918  William  Nottingham  M.A,  Ph.D.  LL.D.  - - S5rracuse 
1921  Francis  M.  Carpenter  -------  Mount  Kisco 

1923  Abram  I.  Elkus  LL.B.  D.C.L.  -----  New  York 

1924  Adelbert  Moot  LL.D.  -------  Buffalo 

1925  Charles  B . Alexander  M . A . LL . B . LL  . D . Litt . D . Tuxedo 

1919  John  Moore  - --  --  --  --  - Elmira 

1920  Andrew  J.  Shipman  M.A.  LL.B.  LL.D.  - - New  York 
1916  Walter  Guest  Kellogg  B.A.  -----  Ogdensburg 


President  of  the  University 
and  Commissioner  of  Education 

John  H.  Finley  M.A.  LL.D.  L.H.D. 

Assistant  Commissioners 

Augustus  S.  Downing  M.A.  L.H.D.  LL.D.  For  Higher  Education 
Charles  F.  Wheelock  B.S.  LL,D.  For  Secondary  Education 
Thomas  E.  Finegan  M.A.  Pd.D.  LL.D.  For  Elementary  Education 

Director  of  State  Library 

James  I.  Wyer,  Jr,  M.L.S. 

Director  of  Science  and  State  Museum 

John  M.  Clarke  Ph.D.  D.Sc.  LL.D. 

Chiefs  of  Divisions 

Administration,  George  M.  Wiley  M.A. 

Attendance,  James  D.  Sullivan 

Educational  Extension,  William  R.  Watson  B.S. 

Examinations,  Harlan  H.  Horner  B.A. 

History,  James  A.  Holden  B.A. 

Inspections,  Frank  H.  Wood  M.A. 

Law,  Frank  B.  Gilbert  B.A. 

Library  School,  Frank  K.  Walter  M.A.  M.L.S. 

Public  Records,  Thomas  C.  Quinn 
School  Libraries,  Sherman  Williams  Pd.D. 

Statistics,  Hiram  C.  Case 

Visual  Instruction,  Alfred  W.  Abrams  Ph.B. 

Vocational  Schools,  Arthur  D.  Dean  D.Sc. 


OCT  2 8 1*6  SWflo 


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fv'  /A 

»,5V7 

University  ol  the  State  ol  New  York  Buiietin 

Entered  as  second-class  matter  August  2,  19131  at  the  Post  Office  at  Albany,  N.  Y., 
under  the  act  of  August  24,  1912 

Published  fortnightly 

No.  577  ALBANY,  N.  Y.  October  15,  1914 


ELEMENTARY  EDUCATION 

PREPARED  BY 

THOMAS  E.  FINEGAN 
Assistant  Commissioner  for  Elementary  Education 

A NOTABLE  YEAR 

Several  important  events  occurred  during  the  year  19 12-13  which 
will  distinguish  it  in  the  educational  history  of  the  State.  The 
public  school  system  organized  and  put  into  effective  operation  by 
the  directing  genius  of  Gideon  Hawley  in  1813,  under  the  feeble 
support  provided  by  that  early  period,  rounded  out  under  the 
masterly  powers  and  the  administrative  skill  of  Andrew  Sloan 
Draper  a century  of  vital  service  to  the  people  of  the  State.  The 
span  of  a century  reaching  from  Gideon'  Hawley  in  1813  to 
Andrew  Sloan  Draper  in  1913  is  one  of  mighty  changes  and  ad- 
vancement in  the  industrial,  political  and  social  conditions  of  the 
country.  During  this  period  our  State  increased  in  population  from 
less  than  one-half  million  to  nearly  ten  millions,  or  to  one-tenth  of 
X the  population  of  the  entire  country,  and  the  State  system  of  public 
< schools  which  was  organized  a century  ago  has  grown  and  de- 
veloped until  it  now  contains  about  11,700  institutions  of  learning 
attended  by  1,500,000  pupils  who  are  under  the  instruction  and 
training  of  teachers  at  an  annual  expenditure  of  over 

„ $63,185,000.  The  beginning  of  the  second  century  was  ushered  in 
I under  the  wise  and  progressive  policies  of  Doctor  Draper.  The 
State’s  contribution  to  this  important  anniversary  and  her  recog- 
nition of  the  great  service  received  from  our  system  of  public  edu- 
^ cation  was  the  construction  of  the  State  Education  Building  at 
Albany.  Doctor  Draper  is  entitled  to  the  credit  of  having  con- 
i ^ ceived  the  plan  to  bring  all  the  activities  of  the  Education  Depart- 
ment in  a separate  building  where  education  would  be  emphasized 
and  where  all  the  interests  of  that  Department  would  be  adminis- 
tered independent  of  every  consideration  except  the  duty  of  the 

(?■ 


4 


State  and  the  interest  of  the  people.  It  was  in  a large  measure  his 
influence  and  prestige  that  made  possible  the  erection  of  such  build- 
ing. This  building,  therefore,  stands  not  only  as  a memorial  to 
this  centennial  period  but  it  also  stands  as  a conspicuous  monument 
to  the  great  achievements  of  Andrew  S.  Draper. 

Upon  the  death  of  Doctor  Draper,  Dr  John  Huston  Finley, 
President  of  the  College  of  the  City  of  New  York,  was  chosen  as 
Doctor  Draper’s  successor,  but  under  the  designation  of  President 
of  The  University  of  the  State  of  New  York  and  Commissioner  of 
Education.  Therefore,  with  this  centennial  period  there  will  l)e 
associated  the  names  of  Gideon  Hawley,  the  first  State  Superin- 
tendent of  Common  Schools,  Andrew  S.  Draper,  the  first  State 
Commissioner  of  Education,  John  Huston  Finley,  the  first  Presi- 
dent of  The  University  of  the  State  of  New  York,  and  the  State 
Education  Building.  The  historical  importance  of  these  events,  be- 
cause of  their  bearing  upon  elementary  education  and  the  names  of 
the  men  associated  with  them,  should  be  mentioned  in  this  report 
though  the  record  must  necessarily  be  brief. 

GIDEON  HAWLEY 

The  first  officer  chosen  in  an  American  state  to  organize  and 
supervise  a state  school  system  was  Gideon  Hawley.  He  was  a 
practising  lawyer  in  the  city  of  Albany  and  but  twenty-eight  years 
of  age  when  chosen  for  this  distinguished  service.  Through  his 
unusual  powers  of  administrative  ability  he  successfully  organized 
the  school  system  of  the  State  and  placed  it  upon  a permanent 
foundation.  The  law  which  established  our  common  school 
system  was  enacted  in  1812.  That  law  created  the  office  of  State 
Superintendent  of  Common  Schools  and  on  January  14,  1813  Mr 
Hawley  was  chosen  by  the  Council  of  Appointment  to  that  Im- 
portant office.  He  served  in  this  official  capacity  for  eight  years. 
On  March  25,  1814  he  was  chosen  secretary  of  the  Board  of 
Regents  and  served  in  that  position  for  a period  of  twenty-seven 
years.  He  retired  from  the  secretaryship  of  the  Board  of  Regents 
in  1841  and  in  the  following  year  was  elected  a member  of  that 
board.  He  served  as  a Regent  of  the  University  twenty-eight 
years,  or  until  his  death  in  1870.  He  also  served  as  trustee  of  the 
Albany  Academy,  the  Albany  Eemale  Academy,  the  Smithsonian 
Institute  of  Washington,  and  as  a member  of  the  executive  com- 
mittee of  the  Albany  State  Normal  School. 


Gideon  Hawley 


t 


Andrew  Sloan  Draper 


Birthplace  of  Andrew  Sloan  Draper. 


The  building  in  which  Andrew  Sloan  Draper  attended  his  first  term 
of  school  in  district  7,  Westford,  Otsego  county 


Digitized  by  the  Internet  Archive 
in  2017  with  funding  from 

University  of  Illinois  Urbana-Champaign  Alternates 


https://archive.org/details/elementaryeducat00fine_0 


5 


ANDREW  SLOAN  DRAPER 

Andrew  Sloan  Draper  was  identified  with  the  educational  system 
of  the  State  for  a long  period  of  time  and  served  it  in  many  official 
capacities.  He  was  undoubtedly  associated  with  more  large  move- 
ments for  the  improvement  of  the  public  school  system  of  the  State 
and  inaugurated  more  reforms  in  its  administration  than  any  other 
man  during  all  its  history.  When  a young  man  he  was  a successful 
teacher  in  a village  graded  school  and  in  a boys  academy  in  a leading 
city.  He  was  admitted  to  the  bar,  became  a successful  and  well- 
known  lawyer,  and  received  judicial  honors  of  national  importance. 
He  was  a member  of  the  New  York  Legislature  and  served  upon 
the  committee  on  public  education  in  that  body.  Membership  upon 
the  board  of  education  in  the  city  of  Albany  gave  him  additional  in- 
terest in  and  knowledge  of  the  needs  of  the  public  schools.  His  in- 
terest in  educational  matters  was  intensified  and  broadened  upon  be- 
coming a member  of  the  executive  committee  of  the  Albany  State 
Normal  School.  He  was  chosen  State  Superintendent  of  Public  In- 
struction in  1886.  Upon  assuming  the  obligations  of  that  office  he 
determined  to  abandon  the  practice  of  law  and  devote  his  life  to 
educational  work.  He  was  one  of  the  conspicuous  state  superin- 
tendents of  the  country  and  served  the  State  for  a period  of  six 
years.  In  1892  Cleveland,  Ohio,  called  him  to  the  superintendency 
of  that  city  to  organize  their  schools  under  a special  law.  When 
this  work  was  completed  the  authorities  of  the  University  of 
niinpis  elected  him  to  the  presidency  of  that  institution.  To  this 
important  service  he  devoted  his  great  abilities  for  ten  years.  Dur- 
ing that  period  he  built  one  of  the  great  state  universities  of  this 
country.  Under  his  leadership  it  grew  from  750  students  to  nearly 
4000  students  and  from  a faculty  of  90  to  one  of  425.  He  also 
reared  upon  its  campus  a dozen  large  buildings.  In  1904,  New 
York,  his  native  state,  to  which  he  was  deeply  attached,  summoned 
him  to  the  position  of  Commissioner  of  Education  which  had  been 
created  under  the  unification  law  of  that  year.  He  assumed  the 
duties  of  that  office  on  April  i,  1904  and  served  in  it  until  his  death 
on  April  27,  1913.  It  is  unnecessary  to  record  here  a detailed  state- 
ment of  his  achievements  in  these  various  positions.  A suitable 
memorial  has  been  spread  upon  the  Journal  of  the  Regents  of  the 
University  and  upon  the  proceedings  of  the  various  State  educa- 
tional associations.  Several  addresses  reviewing  his  services  have 


6 


been  printed  and  these,  together  with  official  reports,  will  provide  a 
permanent  record  of  the  distinguished  services  which  he  rendered 
public  education  in  this  country. 

JOHN  HUSTON  FINLEY 

On  the  second  day  of  July  1913,  the  Board  of  Regents  elected 
Dr  John  Huston  Finley  as  President  of  The  University  of  the  State 
of  New  York  and  Commissioner  of  Education.  Doctor  Finley  is  a 
native  of  the  state  of  Illinois  and  was  educated  at  the  Ottawa, 
Illinois,  High  School,  at  Knox  College  and  at  Johns  Hopkins  Uni- 
versity. His  career  as  an  educator  was  inaugurated  with  an  ex- 
perience as  a teacher  in  a district  school.  He  later  attended  Knox 
College  and  within  a period  of  five  years  from  his  graduation,  the 
trustees  of  that  institution  had  elected  him  its  president.  After 
serving  in  this  position  for  seven  years,  he  became  associated  with 
Harpers  and  McClures  as  an  editor  and  for  three  years  held  the 
professorship  of  politics  in  Princeton  University.  In  1903  he  was 
chosen  president  of  the  College  of  the  City  of  New  York  and  served 
in  that  capacity  until  elected  to  the  office  which  he  now  occupies. 
A dozen  of  the  leading  universities  of  the  country  have  recognized 
his  public  and  educational  achievements  by  conferring  honorary 
degrees  upon  him.  In  1910-11  he  was  honored  by  being  chosen  as 
the  Harvard  University  exchange  lecturer  on  the  Hyde  Foundation, 
at  the  Sorbonne,  Paris.  As  trustee,  director  and  arbitrator,  he  has 
had  wide  experience  in  large  business  enterprises  and  in  many 
social  and  industrial  problems  which  have  afiforded  him  an  unusual 
opportunity  to  study  the  educational  needs  of  the  American  people. 
This  extensive  experience  in  the  professional  side  of  education  and 
this  personal  knowledge  of  business  affairs,  have  given  him  a com- 
prehensive grasp  of  the  practical  demands  which  conditions  of  the 
present  day  place  upon  the  public  schools. 

President  Finley  stands  at  the  threshold  of  the  second  century  of 
the  operation  of  the  public  school  system  of  the  State.  He  knows 
the  history  of  its  growth  and  development.  He  sees  the  oppor- 
tunity for  an  exceptional  service  to  the  State,  which  is  afforded 
him,  and  he  brings  to  his  assistance  in  the  work  a training  and  an 
experience  which  give  him  a broad  vision  of  its  great  possibilities. 
In  no  branch  of  his  administrative  work  has  he  shown  greater  in- 
terest or  a keener  determination  for  broad,  effective,  constructive 
work  than  in  the  field  of  elementary  education. 


John  Huston  Finley 


New  York  State  Education  Building 


7 


EDUCATION  BUILDING 

The  Education  Building  was  dedicated  October  15-17,  1912. 
Before  the  building  was  turned  over  to  the  Education  Department 
an  effort  was  made  to  induce  the  trustees  of  public  buildings  to 
place  the  building  under  the  control  of  the  Superintendent  of 
Public  Buildings.  The  plausible  argument  was  advanced  that  if  it 
were  placed  under  management  separate  from  that  which  controls 
the  other  State  buildings  in  the  city  of  Albany,  there  would  be  a 
duplication  of  the  engineering  force  and  other  employees  necessary 
for  the  proper  care  and  preservation  of  a large  building  and  there- 
fore a waste  of  public  funds.  The  real  object  sought  in  the  effort 
to  transfer  the  care  of  such  building  to  the  Superintendent  of 
Public  Buildings,  however,  was  to  use  the  building  for  political  pur- 
poses by  selecting  all  persons  employed  in  caring  for  and  operating 
such  building  upon  a political  basis. 

Governor  Dix,  who  was  chairman  of  the  trustees  of  public  build- 
ings, refused  to  take  such  action  and  when  the  building  was  ac- 
cepted by  the  State,  he  caused  it  to  be  placed  under  the  official 
charge  of  the  Board  of  Regents.  The  law  authorizing  the  con- 
struction of  the  building  placed  the  responsibility  for  its  erection 
upon  the  trustees  of  public  buildings.  The  Education  Law  pro- 
vides that  the  Education  Building  shall  be  occupied  solely  by  the 
Education  Department.  The  trustees  of  public  buildings  were 
simply  charged  with  the  duty  of  constructing  the  building.  There- 
fore when  the  building  was  completed,  accepted  by  the  trustees  of 
public  buildings  in  behalf  of  the  State,  and  by  that  body  turned 
over  to  the  Board  of  Regents,  such  trustees  had  discharged  all  their 
legal  obligations  in  relation  to  such  building  and  had  no  further 
jurisdiction  over  it.  The  Regents  were  then  the  official  custodians 
of  such  building.  The  law  defining  the  powers  and  duties  of  the 
Superintendent  of  Public  Buildings  specifically  names  the  State 
buildings  under  the  control  of  that  officer  and  such  law  does  not  in- 
clude the  State  Education  Building.  The  .Superintendent  of 
Public  Buildings,  therefore,  possesses  no  jurisdiction  over  such 
building.  Soon  after  the  Legislature  convened  in  1913,  a bill  was 
introduced  by  Assemblyman  Walker  of  New  York,  upon  request, 
transferring  the  control  and  management  of  such  building  to  the 
Superintendent  of  Public  Buildings.  After  remaining  in  com- 
mittee for  several  weeks,  the  bill  was  reported  favorably  and  passed 
the  Assembly.  During  the  last  week  of  the  regular  session  of  the 


8 


Legislature,  this  bill  was  reported  from  the  Senate  judiciary  com- 
mittee by  a majority  of  one  vote  and  passed  the  Senate.  The  issue 
was  now  squarely  presented  to  Governor  Sulzer  whether  this 
beautiful  new  building  was  to  be  made  an  instrument  of  political 
spoils  or  was  to  remain  under  the  control  of  the  Regents,  and  to 
be  cared  for  and  supervised  in  a manner  becoming  the  dignity  of 
that  structure  and  the  influences  for  which  it  should  stand  in  the 
life  of  our  State.  It  was  an  important  matter  and  the  action  of  the 
Governor  meant  much  to  the  interests  of  the  State  which  are  to  be 
directed  from  that  building.  Governor  Sulzer  vetoed  the  bill  and 
thereby  rendered  a great  service  to  the  educational  interests  of  the 
State.  The  subject  is  one  of  so  much  importance  to  the  Education 
Department  that  the  facts  bearing  upon  the  issue  should  be  pre- 
served for  such  future  reference  as  may  be  necessary.  The  brief 
submitted  to  the  Governor  in  behalf  of  the  Education  Department 
sets  the  facts  forth  so  fully  that  it  is  given  here: 

MEMORANDUM  ON  ASSEMBLY  BILL,  INTRODUCTORY  NO.  I467,  PRINTED 
NO.  1623,  INTRODUCED  BY  MR  WALKER,  TRANSFERRING  THE  JURIS- 
DICTION OVER  THE  STATE  EDUCATION  BUILDING  FROM  THE  REGENTS 
OF  THE  UNIVERSITY  OF  THE  STATE  OF  NEW  YORK  TO  THE  TRUSTEES 
OF  PUBLIC  BUILDINGS 

New  York  State  Education  Department 

Albany,  May  15,  ipij 

Hon.  William  Sulzer 

Governor  of  the  State  of  New  York 

Executive  Chamber,  Albany,  N.  Y. 

Dear  governor  Sulzer: 

The  object  sought  through  the  passage  of  this  bill  is  to  confer 
upon  the  Superintendent  of  Public  Buildings  the  right  to  appoint  the 
cleaners,  orderlies,  watchmen,  elevatormen,  and  other  employees 
who  clean,  take  care  of  and  operate  the  State  Education  Building. 

So  far  as  possible  all  these  employees  are  now  classified  under 
the  civil  service  law  and  appointments  are  made  by  the  Education 
Department  from  the  civil  service  list.  The  elevatormen,  watch- 
men, and  orderlies  are  all  appointed  from  the  civil  service  list.  The 
cleaners  and  laborers  are  not  in  the  classified  service  and  are  not, 
therefore,  appointed  under  the  civil  service  regulations. 

Those  persons  who  have  been  appointed  for  this  work  and  who 
have  rendered  faithful  and  satisfactory  service,  have  been  retained 
so  long  as  they  desired  to  be.  Cleaners  and  laborers  are  employed 
on  this  force  at  the  present  time  who  have  been  employed  in  this 
capacity  by  the  Education  Department  since  1893. 


9 


In  1893  an  appropriation  was  made  to  the  Regents  of  the  Uni- 
versity of  the  State  of  New  York  for  the  employment  of  cleaners, 
elevatormen,  watchmen  etc.  to  clean,  take  care  of  and  operate  the 
rooms  occupied  by  the  Regents,  for  the  State  Library  and  all  other 
work  of  the  Regents  office  carried  on  in  the  Capitol.  Appropria- 
tions for  this  purpose  were  thereafter  made  annually  to  the  Regents 
until  1904,  the  date  of  the  unification  of  the  two  former  departments 
in  charge  of  the  educational  work  of  the  State,  when  such  appro- 
priation was  made  to  the  Education  Department.  An  appropriation 
has  been  made  to  the  Education  Department  annually  for  similar 
purposes  since  that  date. 

The  Education  Building  was  constructed  exclusively  for  the  Edu- 
cation Department  and  was  planned  for  the  particular  work  of  this 
Department.  Every  room  of  the  building  is  occupied  by  the  Edu- 
cation Department  and  no  other  departments  or  interests  of  the 
State  are  located  in  this  building.  The  Regents  are  the  controlling 
body  of  the  Education  Department  and  at  present  are  the  custodians 
of  the  Education  Building.  This  is  as  it  should  be,  as  the  Regents 
are  the  trustees  of  the  State  Library  and  responsible  for  its  prop- 
erty. The  Regents  are  also  the  trustees  of  the  State  Museum, 
which  is  located  in  this  building,  and  they  are  likewise  responsible 
for  the  safekeeping  of  the  valuable  collections  of  this  Museum. 
Since  this  responsibility  must  necessarily  be  placed  upon  the 
Regents  and  since  the  Department  under  their  control  is  the  sole 
occupant  of  the  building  in  which  this  property  is  placed  and  used 
by  the  public,  there  is  no  valid  reason  for  assigning  the  care  of  the 
building  to  any  other  department  or  officials.  The  care  of  the  Edu- 
cation Building  presents  a situation  entirely  different  from  the  one 
presented  in  the  care  of  the  Capitol.  The  Capitol  is  occupied  by 
many  departments  and  there  must  of  necessity  be  some  single  de- 
partment or  officer  charged  with  the  general  care  of  the  building. 

Many  books  of  great  value  in  the  Library  and  many  articles  and 
collections  of  great  value  in  the  Museum  might  easily  be  taken  by 
employees,  if  they  were  not  absolutely  trustworthy,  as  such  em- 
ployees must  necessarily  be  among  these  books  and  collections  in 
cleaning  the  rooms,  etc.  These  employees  must  also  clean  the 
property  of  the  building,  including  the  books  in  the  Library  and  the 
collections  in  the  Museum.  The  Regents,  who  are  the  trustees  of 
this  property  and  who  are  responsible  for  its  care  and  safekeeping, 
should  therefore  be  the  authority  to  name  the  persons  who  shall  be 
their  trusted  employees  and  workers  in  and  about  the  building  in 
which  this  property  is  located.  It  would  be  most  unjust  to  hold  the 
Regents  responsible  for  the  care  of  this  property  and  then  permit  an 
outside  authority  to  name  the  persons  who  shall  have  the  general 
care  of  the  building  and  property. 

It  was  to  preserve  and  protect  this  property  of  the  State,  that 
the  Legislature  twenty  years  ago  was  induced  to  give  direct  au- 
thority to  the  Regents  to  appoint  the  persons  who  were  to  have 
charge  of  the  care  and  supervision  of  such  property.  Previous  to 
that  time  many  losses  of  value  occurred  in  the  State  Library.  It 


10 


was  due  to  this  fact  that  the  Legislature  made  a direct  appropria- 
tion to  the  Regents  and  authorized  that  body  to  appoint  its  own 
employees  of  this  character  and  to  pay  them  from  the  fund  specially 
appropriated  by  the  Legislature  for  that  purpose.  The  policy  estab- 
lished by  the  Legislature  in  this  respect  in  1893  has  been  con- 
tinued by  the  Legislature  without  question  or  controversy  in  any 
way  since  that  date. 

Many  of  the  employees  who  are  engaged  in  cleaning  and  caring 
for  the  building  are  also  engaged  in  cleaning  and  caring  for  books 
and  in  performing  such  other  work  in  the  various  offices  of  the 
Education  Department  as  is  usually  performed  by  this  class  of  em- 
ployees. Nearly  all  these  employees,  outside  of  the  elevatormen 
and  mechanics,  are  employed  in  this  dual  capacity,  and  devote  about 
one-half  of  their  time  to  each  branch  of  work.  No  other  depart- 
ment should  be  granted  the  right  to  name  employees  engaged  in  this 
service  in  the  Education  Department. 

From  the  standpoint  of  engineering,  the  Education  Building  is 
one  of  the  most  modernly  equipped  buildings  in  the  country.  The 
engineering  equipment  of  this  building  cost  the  State  $425,000.  It 
must  have  most  intelligent  supervision.  Only  technical  men 
thoroughly  experienced  should  have  charge  of  this  work. 

To  give  the  Superintendent  of  Public  Buildings  the  authority  to 
name  the  elevatormen,  watchmen,  orderlies,  cleaners  etc.  in  the 
Education  Building  must  of  necessity  result  in  great  friction  and 
embarrassment  in  the  operation  of  that  building  and  in  the  trans- 
action of  business  which  must  be  conducted  therein.  If  any  of 
these  employees  are  negligent  of  their  duties,  disrespectful  to  offi- 
cials of  the  Education  Department  or  citizens  of  the  State  who  go 
to  that  building  for  the  transaction  of  public  business,  such  em- 
ployees would  not  be  subject  to  discipline  by  the  officials  of  the  Edu- 
cation Department.  The  only  method  of  correcting  such  abuses 
would  be  for  the  officials  of  the  Education  Department  to  report 
such  misconduct  to  the  Superintendent  of  Public  Buildings  and 
rely  upon  the  pleasure  of  that  officer  to  determine  the  kind  and 
degree  of  discipline  which  should  be  imposed  upon  those  whom  he 
had  appointed  for  political  reasons. 

Every  economy  possible  is  practised  by  the  Education  Depart- 
ment in  caring  for  the  building.  No  charge  is  made  anywhere  that 
the  building  is  not  properly  cared  for  and  protected.  It  is  con- 
ceded by  everybody  who  has  examined  the  building  that  it  is  re- 
ceiving better  care  than  other  buildings  owned  by  the  State.  It  is 
not  even  charged  that  this  work  is  not  economically  performed. 
In  going  over  the  necessary  work  involved  to  properly  care  for  this 
building  with  the  Governor’s  Inquiry  Committee,  the  officials  of  the 
Education  Department  agreed  to  take  suitable  care  of  the  building 
and  employ  all  necessary  help  for  its  proper  operation  and  pro- 
tection, as  well  as  to  properly  protect  and  care  for  the  State’s  prop- 
erty located  therein,  for  the  sum  of  $45,000.  The  item  in  the 
supply  bill  of  the  Department  of  Public  Buildings  for  the  care  of 
the  State  Education  Building  is  $60,000.  In  other  words,  the  De- 


11 


partment  of  Public  Buildings  desires  $15,000  more  to  take  proper 
care  of  the  Education  Building  than  the  Education  Department  re- 
quires for  the  care  of  the  same  building. 

As  a matter,  therefore,  of  not  only  good  administration  but  of 
economy,  it  is  respectfully  submitted  that  Your  Excellency  should 
not  only  veto  this  bill  but  that  the  item  in  the  supply  bill  authorizing 
an  appropriation  of  $60,000  to  the  trustees  of  public  buildings  for 
the  care  of  the  Education  Building,  etc.  should  also  be  vetoed. 

I attach  hereto  and  make  a part  hereof  two  recent  editorials  from 
the  Brooklyn  Eagle. 

Very  truly  yours 

[Signed]  Thos.  E.  Einegan 
Third  Assistant  Commissioner  of  Education 

MEMORANDUM  ON  SENATE  BILL  INTRODUCTORY  NO.  IO57,  PRINTED 
NO.  2530,  BEING  THE  SUPPLY  BILL 

May  17,  igis 

Hon.  William  Sulzer 

Governor  of  the  State  of  New  York 

Executive  Chamber,  Albany,  N.  Y. 

Dear  governor  Sulzer: 

On  page  124  of  the  supply  bill  is  an  appropriation  to  the  De- 
partment of  Public  Buildings,  under  the  heading  “ Care  and  cleaning 
service,”  of  $60,000  for  the  employment  of  laborers,  porters, 
cleaners,  engineers  etc.  for  the  care  and  maintenance  of  the  Edu- 
cation Building.  The  object  of  including  this  item  in  the  supply 
bill  is  to  compel  the  transfer  of  the  care  of  the  Education  Building 
from  the  Education  Department  to  the  Department  of  Public 
Buildings,  even  if  your  Excellency  should  deem  it  unwise  to  sign 
Assembly  bill  introductory  no.  1467,  printed  no.  1623,  which  seeks 
to  transfer  the  care  of  such  building  to  the  Superintendent  of 
Public  Buildings.  The  approval  of  this  item  by  Your  Excellency 
without  the  approval  of  the  Walker  bill  would  not  be  sufficient  to 
transfer  the  care  of  the  Education  Building  from  its  present  cus- 
todians, but  the  approval  of  this  item  would  raise  legal  questions 
and  create  friction  over  the  control  of  this  building,  which  should 
be  avoided. 

It  is  therefore  respectfully  suggested  that  this  item  be  considered 
in  connection  with  the  Walker  bill  (no.  1623)  and  that  it  be  vetoed 
unless  the  Walker  bill  is  approved.  (See  memorandum  on  Walker 
bill  now  on  file  with  Your  Excellency.) 

Very  respectfully  yours 

[Signed]  Thos.  E.  Einegan 
Third  Assistant  Commissioner  of  Education 

The  action  of  Governor  Dix  in  declining  to  place  this  building 
under  the  control  of  the  Superintendent  of  Public  Buildings,  and 
the  action  of  Governor  Sulzer  in  vetoing  the  measures  intended  to 


transfer  the  control  of  such  building  met  with  popular  approval 
and  has  undoubtedly  determined  that  the  permanent  control  of 
the  Education  Building  shall  be  under  the  Board  of  Regents. 

SCHOOL  LEGISLATION 

The  year  1913  has  already  become  distinguished  in  the  history  of 
the  development  of  the  educational  system  of  the  State  because  of 
the  enactment  of  a large  number  of  laws  pertaining  to  public  edu- 
cation. All  these  measures  were  recommended  in  the  1913  annual 
report  on  elementary  education,  except  the  scholarship  law  and  the 
camp  school  law.  The  principal  subjects  on  which  legislation  was 
obtained  were  as  follows : 

1 The  consolidation  of  rural  schools. 

2 Extending  and  making  more  effective  the  compulsory  attend- 
ance law. 

3 Increasing  the  period  of  time  during  which  schools  must  be 
maintained  each  year. 

4 Including  district  superintendents  under  the  teachers  retire- 
ment law. 

5 Requiring  teachers  to  attend  superintendents’  conferences  and 
to  count  time  so  devoted  as  if  teaching. 

6 Authorizing  the  organization  of  camp  schools. 

7 Authorizing  the  establishment  of  part-time  or  continuation 
schools. 

8 Creating  a system  of  State  scholarships. 

9 Providing  a comprehensive  scheme  for  the  wider  use  of  school 
property. 

10  Establishing  a State  system  of  medical  inspection  of  school 
children. 

The  essential  provisions  of  these  laws  and  the  results  which  are 
intended  to  be  accomplished  under  them  are  explained  below. 

CONSOLIDATION  OF  RURAL  SCHOOLS 

The  purpose  of  the  law  for  the  consolidation  of  rural  schools  is 
to  abolish  the  weak  country  schools  which  have  not  sufficient  chil- 
dren or  property  to  maintain  a satisfactory  school.  The  initiative 
under  this  law  must  be  taken  by  the  people  of  the  district.  It  is 
expected  that  district  superintendents  will  point  out  to  the  people 
living  in  these  districts  the  advantages  which  would  come  from 
consolidation  and  lead  in  a general  movement  to  strengthen  the 
rural  schools  and  make  them  more  adaptable  to  the  purpose  which 
they  must  serve. 


I,  2 Buildings  of  two  districts  which  were  consolidated  with  a third  district 
3 Building  of  consolidated  district 


I,  2 and  3 Buildings  of  three  districts  which  were  consolidated 
4 Building  of  consolidated  district 


13 


The  method  of  procedure  is  by  petition  of  the  electors  of  the 
districts  desiring  to  be  consolidated.  This  petition  must  be  signed 
by  ten  or  more  of  the  qualified  voters  of  each  of  the  districts  and 
must  be  presented  by  the  petitioners  to  the  trustees  of  their  districts. 
Upon  receiving  this  petition  it  becomes  the  duty  of  the  several 
boards  to  call  a joint  meeting  at  some  convenient  place  where  the 
inhabitants  of  the  districts  may  determine  upon  the  question  of 
consolidation.  If  the  trustees  fail  to  call  the  meeting  within  twenty 
days  from  the  date  on  which  they  receive  the  petitions  therefor,  the 
Commissioner  of  Education  may  designate  any  qualified  elector  of 
the  district  to  give  such  notice. 

There  are  two  methods  of  giving  this  notice.  If  any  portion  of 
any  of  the  districts  desiring  to  be  consolidated  is  located  within  an 
incorporated  village  in  which  a newspaper  is  published,  the  notice 
of  this  meeting  must  be  published  once  in  each  week  for  three 
consecutive  weeks  immediately  preceding  the  date  of  the  meeting. 
Such  notice  must  be  published  in  all  newspapers  in  such  village.  In 
addition  to  this,  a notice  must  be  posted  in  at  least  five  conspicuous 
places  in  each  district  at  least  twenty  days  prior  to  the  date  of  the 
meeting.  In  all  other  districts  a qualified  elector  of  each  district 

must  notify  each  qualified  voter  of  such  district  of  this  meeting 

by  delivering  to  him  a copy  of  the  notice.  If  an  elector  should  be 
away  from  home,  a copy  of  such  notice  must  be  left  at  his  residence. 
This  notice  must  be  given  twenty  days  prior  to  the  date  of  the 
meeting. 

At  the  proper  hour  and  place,  the  meeting  should  be  called  to 
order  by  some  one  of  the  trustees  of  the  several  districts  repre- 
sented and  a chairman  and  clerk  should  be  elected.  There  must 
be  at  least  ten  qualified  electors  of  each  district  present  at  this 

meeting.  There  may  be  districts  in  which  there  are  less  than  ten 

qualified  voters  and,  in  such  cases,  the  petition  will  be  valid  if  all 
electors  of  the  districts  sign  such  petition  and  the  proceedings  of 
the  meeting  will  be  valid  in  such  cases  if  all  electors  of  such  districts 
are  present.  The  vote  upon  the  resolution  to  consolidate  such  dis- 
tricts must  be  by  taking  and  recording  the  ayes  and  noes.  The 
clerk  is  required  to  keep  a poll  list  upon  which  he  enters  the  names 
of  all  electors  as  they  vote,  the  districts  in  which  they  reside,  and 
aye  or  no  according  to  the  way  each  elector  votes.  The  resolution 
to  be  binding  must  receive  a majority  vote  of  the  voters  of  each 
district  represented.  It  is  advisable,  therefore,  in  arranging  for  this 
meeting  to  omit  districts  in  which  the  public  sentiment  is  known 


14 


to  be  opposed  to  consolidation.  If  such  district  should  vote  in 
opposition  to  the  resolution  the  whole  proposition  would  fall  and  it 
would  be  necessary  to  hold  another  meeting  for  such  of  the  districts 
to  vote  upon  the  question  as  might  be  in  favor  of  consolidation. 

Copies  of  the  petition,  notice  of  the  meeting,  any  order  made 
by  the  Commissioner  of  Education  in  designating  an  elector  to 
call  such  meeting,  the  minutes  of  the  meeting,  and  of  the  clerk’s 
record  of  the  vote  taken  upon  the  resolution  must  be  filed  with 
the  Commissioner  of  Education,  and  another  copy  of  these  papers 
must  be  filed  with  the  district  superintendent  of  schools  under 
whose  jurisdiction  the  districts  are  located.  These  papers  must  be 
properly  certified  by  the  chairman  and  clerk. 

When  such  resolution  is  adopted,  the  district  superintendent  is 
required  under  the  statute  to  enter  an  order  of  consolidation  and 
to  create  either  a common  school  district  or  a union  free  school 
district,  as  the  case  may  be,  and  to  give  such  new  district  a number. 
The  order  must  become  operative  not  more  than  three  months  after 
the  date  of  the  meeting  and  must  be  filed  in  the  town  clerk’s  office 
in  the  town  in  which  such  districts  are  located.  If  the  territory 
is  within  two  or  more  supervisory  districts,  all  district  superintend- 
ents must  join  in  making  this  order.  If  the  consolidated  district 
is  a union  free  school  district,  the  district  superintendent  must  call 
a special  meeting,  if  petitioned  therefor  by  at  least  twenty-five 
qualified  electors,  for  the  purpose  of  increasing  the  number  of 
members  of  the  board  of  education.  He  must  call  such  meetings  if 
directed  to  do  so  by  the  Commissioner  of  Education. 

One  of  the  first  consolidations  under  this  law,  which  was  reported 
to  the  Department,  came  from  Miss  Mary  L.  Isbell,  district  super- 
intendent of  the  fifth  supervisory  district  of  Chenango  county. 
District  no.  i6  of  Norwich,  having  an  assessed  valuation  of  $24,450 
and  a registration  of  only  five  pupils,  was  consolidated  with  district 
no.  8 of  Guilford,  which  had  an  assessed  valuation  of  $26,050  and  a 
registration  of  thirteen  pupils.  It  was  not  possible  to  maintain  a 
satisfactory  school  in  either  of  these  districts.  The  consolidated 
district  has  an  assessed  valuation  of  $50,500  and  a registration  of 
eighteen  pupils.  Even  this  is  not  a strong  district.  Better  results 
would  be  obtained  if  a sufficient  number  of  districts  could  be 
brought  together  so  that  the  school  might  be  graded  and  three  or 
four  teachers  employed.  However,  this  limited  consolidation  will 
give  the  district  $350  of  State  funds  and  enable  the  local  authorities 
to  employ  a better  qualified  teacher  and  provide  better  school 


The  nevv  schooihouse  in  the  consolidated  school  at  Poolville, 
Madison  county 


South  and  west  sides  of  the  new  school  building  in  district  8,  Gilford. 
Cost  about  $1700,  without  equipment  or  furniture 


15 


facilities  at  a smaller  rate  of  taxation  upon  the  property  of  the 
district  than  could  have  been  provided  in  either  of  the  old  districts. 

This  district  has  erected  a modern  one-room  school  building  at 
an  expenditure  of  $1700. 

Three  small  districts  were  consolidated  at  Poolville,  Madison 
county,  by  District  Superintendent  Irving  S.  Sears.  The  consoli- 
dated district  has  an  assessed  valuation  of  $116,389  and  a registra- 
tion of  only  thirty-six  pupils. 

One  of  the  great  benefits  resulting  from  the  consolidation  of 
districts  is  the  increased  financial  aid  which  is  given  such  district. 
If  four  districts  are  consolidated  and  these  districts  received  re- 
spectively $150,  $200,  $175  and  $125,  the  consolidated  district  would 
be  entitled  to  receive  the  aggregate  amount  apportioned  to  such 
four  districts,  or  $650.  If  the  consolidated  district  employs  two 
teachers  the  district  would  be  entitled  to  receive  an  additional 
teachers’  quota  of  $100. 

If  there  is  an  outstanding  bonded  indebtedness  against  any  one 
of  the  districts  consolidated,  such  indebtedness  upon  consolidation 
becomes  a liability  against  the  enlarged  district. 

AMENDMENTS  TO  COMPULSORY  ATTENDANCE  LAW 

The  compulsory  attendance  law  has  applied  to  the  children  attend- 
ing the  rural  schools  from  the  ist  of  October  until  the  ist  of  June 
following.  In  the  cities  and  villages  of  5000  or  more  population  the 
law  has  applied  to  children  from  the  time  school  opened  until  it 
closed.  In  other  words,  children  in  the  cities  and  villages  have  been 
required  to  attend  school  whenever  the  school  has  been  in  session 
in  the  district  or  city  in  which  they  reside.  There  is  no  reason  why 
this  provision  of  the  law  should  not  apply  to  the  rural  schools. 
Many  parents  have  kept  their  children  at  home  to  work  on  the  farm 
during  the  month  of  September  and  have  taken  them  out  of  school 
during  the  month  of  June.  The  compulsory  attendance  law  was 
amended  by  the  Legislature  of  1913  by  making  the  law  uniform 
throughout  the  State  in  this  respect,  and  requiring  children  in  the 
rural  sections  to  attend  school  when  the  school  is  in  session  in 
their  district  on  the  same  basis  on  which  children  in  the  cities  and 
villages  are  required  to  attend  school. 

This  law  was  further  strengthened  by  incorporating  a require- 
ment which  compels  children  to  complete  six  years  of  work  in  the 
elementary  schools  before  they  shall  be  eligible  to  receive  a certifi- 
cate permitting  them  to  be  employed. 


16 


As  the  Legislature  authorized  the  establishment  of  part-time  or 
continuation  schools,  the  compulsory  attendance  law  was  further 
amended  by  providing  that  attendance  upon  these  institutions  should 
be  accepted  for  that  required  at  night  schools  in  the  case  of  certain 
boys  under  the  compulsory  attendance  law. 

SCHOOL  TERM 

The  law  has  required  each  city  and  school  district  in  the  State 
to  maintain  a school  for  at  least  i6o  days,  or  what  is  generally  re- 
garded as  eight  months  of  school.  Schools  have  generally  been 
maintained  in  the  cities  and  villages  for  ten  months,  or  forty  weeks. 
The  law  was  amended  to  increase  the  period  of  time  which  districts 
and  cities  shall  be  required  to  maintain  school  from  i6o  to  i8o 
days,  or  from  eight  months  to  nine  months.  The  object  of  this 
amendment  was  to  require  the  rural  schools  to  continue-  in  session 
for  at  least  nine  months.  There  are  many  thousand  school  districts 
in  the  State  which  have  maintained  school  for  the  period  of  time 
which  the  law  has  required  but  no  longer.  This  amendment  is  in 
the  right  direction  and  in  the  near  future  the  time  should  be 
further  extended  so  as  to  require  an  additional  month,  or  to  com- 
pel the  school  to  be  open  at  least  ten  months  in  the  year.  The 
propriety  of  maintaining  school  during  the  entire  year  is  even  re- 
ceiving careful  consideration.  There  is  good  reason  why  the 
schools  should  be  very  generally  organized  so  that  they  shall  be  in 
continuous  session  for  the  benefit  of  those  children  who  are  physi- 
cally able  to  attend  and  who  would  be  better  ofif  in  the  schools  than 
on  the  streets  or  in  worse  places.  Where  schools  have  been  main- 
tained in  the  cities  during  the  summer,  pupils  have  made  a material 
advancement.  By  attendance  upon  vacation  schools,  large  numbers 
of  children  would  be  able  to  save  two  years  of  school  life  and  would 
complete  the  elementary  course  of  instruction  at  12  years  where 
they  do  not  complete  it  under  the  present  system  until  they  are  14 
years  of  age.  The  time  will  come  when  all  schools,  including  even 
the  schools  in  the  rural  districts,  will  be  maintained  the  entire 
year.  This  would  be  of  special  advantage  to  those  schools  which 
maintain  agricultural  courses. 

The  law  was  still  further  amended  by  requiring  all  school  districts 
under  the  supervision  of  district  superintendents  to  begin  school 
each  year  on  the  first  Tuesday  of  September.  The  object  of  this 
amendment  was  to  prevent  the  practice  in  many  localities  of  not 
opening  the  school  until  the  compulsory  attendance  law  had  be- 


17 


come  operative,  which  was  October  ist.  Since  there  was  no  fixed 
time  on  which  the  schools  were  required  to  open,  and  many  of  them 
did  not  open  until  October,  it  was  an  embarrassment  for  superin- 
tendents in  their  supervision.  It  necessitated  their  going  into  the 
same  territory  on  two  different  tours  of  inspection  in  order  to  reach 
all  their  schools.  Since  all  schools  now  open  on  the  first  Tuesday 
in  September,  superintendents  know  that  the  schools  are  in  session 
and  may  begin  effective  supervision  at  the  very  beginning  of  the 
year. 

DISTRICT  SUPERINTENDENTS  UNDER  RETIREMENT  LAW 

When  the  retirement  law  was  enacted  district  superintendents 
were  not  included  within  the  provisions  of  that  law.  City  super- 
intendents and  the  superintendents  of  villages  of  5000  or  more 
population  were  included  therein.  It  was  an  unfair  discrimination 
against  district  superintendents.  The  law  was  amended  by  placing 
district  superintendents  on  the  same  basis  with  the  city  and  village 
superintendents  and  requiring  them  to  make  contributions  in  the 
same  manner. 

This  law  was  further  amended  by  providing  that  service  as  a 
school  commissioner  should  be  regarded  as  the  equivalent  of  teach- 
ing. There  are  many  district  superintendents  who  served  as  school 
commissioners  for  several  years,  and  there  are  many  teachers  who 
have  also  served  at  different  times  in  the  office  of  school  commis- 
sioner. There  is  no  reason  why  this  time  should  not  be  counted 
under  the  retirement  law  as  the  equivalent  in  all  respects  of  teach- 
ing. The  failure  of  the  law  to  recognize  this  service  was  an  in- 
justice to  a large  number  of  persons  and  it  was  only  a matter  of 
common  fairness  that  the  law  should  be  amended  and  these  teachers 
and  superintendents  permitted  to  apply  the  service  rendered  as 
school  commissioner  toward  the  period  required  under  the  law  to 
place  them  upon  the  retired  list. 

TEACHERS  CONFERENCES 

When  the  office  of  district  superintendent  was  created,  provision 
was  incorporated  in  the  law  for  calling  teachers  conferences.  The 
law  did  not  specifically  state  that  teachers  were  compelled  to  attend 
these  conferences  but  the  fair  inference  of  the  intent  of  the  law  was 
that  inasmuch  as  superintendents  were  directed  to  hold  these  con- 
ferences, teachers  would  be  required  to  attend  them.  The  work 
which  had  been  carried  on  under  the  direction  of  this  Department 
for  years  in  teachers  institutes  was  discontinued,  and  it  was  intended 


18 


that  a superintendent  should  convene  his  teachers  for  the  purpose 
of  presenting  to  them  such  help  as  might  be  needed  for  the  schools 
in  his  district.  The  law  was  amended  by  making  attendance  upon 
these  conferences  compulsory  on  the  part  of  teachers  and  fixing 
the  aggregate  amount  during  the  year  which  might  be  devoted 
to  conference  work  as  six  days.  If  these  conferences  are  called 
when  schools  are  in  session,  teachers  must  attend,  but  without  loss 
of  time. 

TEMPORARY  OR  CAMP  SCHOOLS 

The  object  of  establishing  temporary  or  camp  schools  is  to  pro- 
vide school  facilities  not  only  for  the  children  of  laboring  men  who 
are  to  be  employed  for  a long  period  of  time,  but  not  permanently, 
upon  public  works  being  constructed  outside  a city  or  union  free 
school  district  by  the  State  or  by  a municipality,  but  also  to  provide 
educational  facilities  for  such  laboring  men  themselves.  The  large 
construction  work  being  performed  by  the  State  on  the  canals  and 
public  highways,  and  by  the  city  of  New  York  on  her  water  system, 
has  been  the  means  of  bringing  large  numbers  of  alien  laborers  into 
the  State.  Many  of  these  do  not  speak  English  and  are  not  ac- 
quainted with  the  spirit  of  American  institutions.  Many  of  them 
are  illiterate ; nearly  all  will  remain  in  this  country  for  many  years 
and  large  numbers  of  them  will  become  American  citizens.  It  is 
important  to  this  country  that  these  people  shall  be  taught  to  read 
and  write  and  that  they  shall  be  given  the  opportunity  to  learn  the 
meaning  of  our  institutions  and  of  their  obligations  to  this  country. 
In  most  cases  it  would  be  unjust  to  impose  upon  the  school  district 
in  which  these  people  are  temporarily  living  the  burden  of  providing 
school  facilities  for  them.  Generally,  the  local  school  district  has 
not  adequate  facilities  to  meet  the  needs  of  such  unusual  conditions. 
Situations  of  this  kind  must  therefore,  as  they  occur,  be  met  by 
some  temporary  provision.  The  law  enacted  last  winter,  known 
as  the  temporary  or  camp  school  measure,  is  intended  for  this 
purpose. 

A district  superintendent  possesses  the  discretionary  power  to 
determine  when  one  of  these  camp  schools  should  be  constructed. 
If,  in  his  judgment,  a sufficient  number  of  persons  are  congregated 
in  camps  or  otherwise  and  are  employed  in  the  construction  of 
public  works  under  contract  by  any  municipality,  he  may  organize 
a temporary  school.  These  schools  may  not  be  organized  in  cities 
or  union  free  school  districts.  The  assumption  is  that  in  these 
more  populous  centers  sufficient  school  facilities  are  provided  for 


Exhibition  of  poultry  and  bread  at  the  Pine  City  rural  school,  second 
supervisory  district,  Chemung  county 


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the  second  supervisory  district  of  Chemung  county 


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19 


the  education  of  these  people  without  creating  special  facilities 
for  them.  The  district  superintendent  must  issue  an  order  establish- 
ing such  temporary  school  and  submit  the  same  to  the  Commissioner 
of  Education  for  his  approval.  If  approved  by  that  officer,  the 
order  becomes  operative.  Such  order,  when  properly  approved, 
must  be  filed  with  the  officer  or  board  of  the  city  under  whose 
direction  the  public  work  on  which  these  people  are  employed  is 
being  constructed. 

The  theory  is  to  create  a special  organization  to  provide  for  the 
education  of  such  people.  After  the  temporary  district  is  organized 
the  district  superintendent  should  appoint  a trustee  and  the  trustee 
should  appoint  a district  clerk  and  treasurer.  These  officers  are  to 
serve  during  the  continuance  of  the  camp  or  other  temporary  habita- 
tion. They  may  be  removed  by  the  district  superintendent.  The 
treasurer  must  give  a bond  in  such  amount  as  the  district  super- 
intendent determines  and  with  sureties  that  he  approves.  The 
district  superintendent  has  the  same  powers  over  a school  of  this 
kind  that  he  has  over  a regular  public  school. 

The  Commissioner  of  Education  is  required  to  prescribe  rules 
and  regulations  to  govern  these  schools.  The  law  specifies  that  the 
district  superintendent  shall  designate  the  hours  during  which  such 
.school  shall  be  in  session  and  these  hours  become  effective  when 
approved  by  the  Commissioner  of  Education. 

The  trustee  is  required  to  appoint  a qualified  teacher  for  the 
school.  The  trustee  is  also  required  to  determine  the  number  of 
teachers  necessary  for  the  school  and  the  rate  of  compensation  which 
shall  be  paid  them.  He  is  further  required  to  prepare  the  form  of 
budget  which  it  is  the  duty  of  the  trustee  to  submit.  The  salaries 
of  teachers  must  be  approved  by  the  Commissioner  of  Education. 

It  is  the  duty  of  the  trustee  to  provide  suitable  rooms,  keep  them 
in  proper  condition,  and  to  furnish  all  necessary  school  supplies 
such  as  books,  furniture  and  apparatus.  The  budget  of  the  trustee 
must  show  any  funds  available  for  the  support  of  the  school  and  he 
must  then  specify  the  various  items  necessary  for  the  maintenance 
of  the  school  for  the  year.  The  budget  must  be  submitted  to  the 
Commissioner  of  Education  for  approval.  A copy  of  said  budget 
must  also  be  filed  in  the  office  of  the  department  or  municipality 
under  whose  supervision  such  public  work  is  being  constructed. 
When  the  Commissioner  of  Education  approves  the  budget  he 
must  notify  the  said  officer  or  department  of  the  municipality  of 
such  approval.  The  officer  of  such  municipality  must  then  pay  to 


20 


the  treasurer  of  the  temporary  school  the  amount  called  for  in  such 
budget. 

Such  school  is  entitled  to  receive  a district  quota  of  $125  and  a 
teachers  quota  of  $100  for  each  teacher  employed  after  the  first 
teacher.  The  balance  of  the  funds  necessary  for  the  support  of 
such  school  must  be  paid  either  by  the  State  or  the  municipality, 
according  to  whether  or  not  the  work  is  being  done  by  the  State 
or  a municipality. 


CONTINUATION  SCHOOLS 

The  Legislature  of  1913  committed  the  State  to  a comprehensive 
and  liberal  policy  in  the  support  of  continuation  schools.  The  plan 
authorized  by  the  law  of  1913  includes  not  only  part-time  or  con- 
tinuation schools  but  evening  vocational  schools  and  even  makes 
provision  for  instruction  in  agriculture  during  summer  vacations. 
The  enactment  of  this  law  was  intended  to  strike  at  one  of  the 
very  weakest  points  in  our  public  school  system.  The  purpose  of 
this  law  is  to  establish  the  foundation  upon  which  shall  be  con- 
structed a system  of  instruction  which  will  ultimately  reach  the 
needs  of  more  than  a million  children  who  are  now  leaving  the 
schools  and  entering- industrial  and  commercial  life  without  ade- 
quate preparation  for  the  service  which  they  are  endeavoring  to 
perform,  without  knowledge  of  the  means  whereby  they  may  obtain 
such  preparation  and  without  even  the  ambition  to  acquire  it.  It 
is  expected  that  these  schools  will  be  organized  gradually  and  that 
through  the  system  of  instruction  provided  therein  large  numbers 
of  children  who  now  leave  school  at  the  end  of  the  sixth,  seventh 
and  eighth  years,  due  either  to  home  necessities  which  require  them 
to  become  wage-earners  or  to  the  failure  of  the  schools  to  interest 
them  sufficiently  in  the  work  which  the  regular  courses  offer  to 
hold  them  in  school,  will  be  reached  and  will  be  impelled  to  recog- 
nize the  great  advantages  which  will  come  to  them  through  the 
preparation  which  such  schools  will  give  them  for  efficient  services 
in  the  common  vocations  of  life  which  the  great  majority  of  them 
must  pursue.  The  plan  is  upon  broad,  democratic  lines.  Provision 
may  be  made  for  the  organization  of  these  schools  in  any  city,  vil- 
lage or  school  district.  Instruction  for  those  who  are  interested  in 
the  great  industries  and  commercial  establishments  found  in  the 
cities  and  populous  centers  may  be  provided.  Equal  opportunity  is 
afforded  for  the  boys  upon  the  farms  of  the  State  through  the 
provision  of  the  law  which  authorizes  the  establishment  of  agri- 


Playground,  district  3,  Rye,  Westchester  county 


21 


cultural  courses,  not  only  in  the  high  schools  located  in  the  villages 
of  the  farming  sections  but  in  the  rural  schools  as  well.  Courses  in 
the  schools  of  either  the  urban  or  rural  sections  may  be  provided 
for  the  girls  as  well  as  for  the  boys.  The  great  democratic  prin- 
ciple upon  which  our  entire  school  system  rests,  of  equal  educa- 
tional  opportunity  for  every  boy  and  every  girl  in  the  State,  is  not 
only  recognized  but  is  to  be  exemplified  under  this  law. 

The  State  manifests  its  great  interest  in  this  work  by  pledging 
large  financial  aid  to  those  communities  throughout  the  State  which 
will  undertake  the  organization  of  continuation  schools.  The 
Division  of  Vocational  Schools  is  giving  special  attention  to  the 
formation  of  these  schools,  with  promise  of  excellent  results.  The 
State  will  contribute  two-thirds  of  the  salary  of  the  first  teacher 
employed  in  an  approved  continuation  school  up  to  an  amount  not 
to  exceed  $1000.  If  a school  of  this  kind  is  organized  in  a city  or 
school  district  under  regulations  set  by  the  Department  and  a 
teacher  is  employed  at  $1200  a year,  the  State  will  apportion  to 
such  city  or  district  $800.  If  such  teacher  is  paid  $1500,  or  any 
sum  in  excess  of  that  amount  the  State  will  contribute  $1000.  For 
each  additional  teacher  employed  after  the  first  teacher  in  any  one 
of  these  schools  the  State  will  pay  an  additional  quota  of  $200. 
The  State  is  therefore  ofifering  great  encouragement  to  the  cities 
and  school  districts  of  the  State  for  the  proper  development  of  this 
division  of  public  education.  All  school  boards  are  urged  to  give 
the  question  special  consideration  to  the  end  that  those  youth  of 
the  State  between  14  and  17  years  of  age,  who  are  now  at  work  or 
who  will  soon  go  to  work,  may  be  given. the  opportunity  to  pre- 
pare for  efficient  service  and  good  citizenship  and  to  improve  their 
conditions  in  organized  society. 

STATE  SCHOLARSHIPS 

Under  the  plan  established  by  this  law  five  scholarships  are 
awarded  each  county  annually  for  each  of  its  assembly  districts. 
When  all  these  scholarships  are  filled  there  will  be  in  the  colleges  and 
universities  of  the  State  three  thousand  State  scholars,  each  of  whom 
will  receive  annually  $100  from  the  State,  which  will  in  most  col- 
leges meet  the  charges  for  tuition.  The  prime  object  of  this 
movement  is  to  emphasize  the  State’s  interest  in  promoting  sound 
scholarship  in  the  higher  institutions  of  learning.  This  plan  will 
afford  the  boys  and  girls  of  New  York  State  the  opportunities  for 
collegiate  training  which  are  provided  for  the  boys  and  girls  in 


22 


many  of  the  western  states  through  the  maintenance  of  state  uni- 
versities. The  interests  of  higher  and  secondary  education  are 
more  vitally  concerned  in  this  measure  than  the  interests  of  ele- 
mentary education,  yet  the  influence  of  this  movement  should  be  an 
uplifting  force  to  the  whole  State  system  of  public  education. 
Superintendents  and  teachers  in  the  elementary  schools  should  in- 
terest the  most  deserving  and  meritorious  students  under  their 
direction  in  these  scholarships  and  point  the  way  by  which  such 
students  may  obtain  a college  or  university  training,  many  of  whom 
would  be  deprived  of  such  education  were  it  not  for  the  wisdom  of 
the  State  in  providing  these  scholarships. 

USE  OF  SCHOOL  BUILDINGS 

The  law  enacted  in  1913  relating  to  the  wider  use  of  school 
property  is  the  most  comprehensive  and  effective  statute  conferring 
upon  the  people  the  right  to  use  school  property  for  their  intel- 
lectual advancement  which  has  been  enacted  by  any  state.  Such 
law  confers  upon  the  local  school  authorities,  when  authorized  by 
a vote  of  the  district  meeting,  the  power  to  designate  sites  or 
grounds  to  be  used  for  playgrounds,  or  for  agricultural,  athletic  and 
social  center  purposes ; to  purchase  implements,  apparatus  and  sup- 
plies necessary  to  provide  instruction  in  agriculture  and  other  sub- 
jects, and  for  the  organization  and  conduct  of  athletic,  playground 
and  other  social  center  work ; to  employ  specialists  when  feasible  to 
supervise,  organize,  conduct  and  maintain  athletic,  playground  and 
social  center  activities,  or  to  arrange  with  regular  teachers  of  the 
school  to  supervise  and  direct  any  of  these  lines  of  educational 
activities. 

It  further  provides  that  the  school  grounds  and  school  property, 
when  not  in  use  for  school  purposes,  may  be  used  for  any  of  the 
following : 

1 For  the  purpose  of  giving  and  receiving  instruction  in  any 
branch  of  education,  learning,  or  the  arts. 

2 For  public  library  purposes  or  as  stations  of  public  libraries. 

3 For  holding  social,  civic  and  recreational  meetings  and  enter- 
tainments, and  other  purposes  pertaining  to  the  welfare  of  the 
community. 

4 For  meetings,  entertainments  and  occasions  where  admission 
fees  are  charged  when  the  proceeds  thereof  are  to  be  expended  for 
an  educational  or  charitable  purpose  in  which  the  community  has  a 
common  interest. 


23 

5 For  polling  places  for  holding  primaries  and  elections,  the 
registration  of  voters  and  for  holding  political  meetings. 

At  the  same  time  every  safeguard  necessary  to  protect  the  schools 
from  interference  with  their  regular  work  has  been  incorporated  in 
the  law.  The  enactment  of  this  law,  however,  will  not  in  itself  in- 
duce the  people  to  make  greater  use  of  the  facilities  at  hand  to  im- 
prove their  social  and  intellectual  status.  If  the  purposes  sought 
through  the  enactment  of  this  statute  are  to  be  accomplished,  the 
people  who  are  to  be  benefited  thereby  must  be  induced  to  appre- 
ciate the  opportunities  which  may  be  provided  for  them.  In  the 
proper  organization  of  such  work  district  superintendents  may 
create  an  agency  of  great  power  to  aid  them  in  the  work  which  they 
are  planning  for  the  children  in  the  schools. 

Mrs  Mary  Armour  Nichols  of  Rye,  a woman  of  large  philan- 
thropic spirit,  has  presented  a playground,’  a picture  of  which  is 
reproduced  herewith,  to  school  district  3 of  Rye,  to  be  under  the 
sole  and  perpetual  control  of  the  board  of  education  and  for  the 
use  of  the  children  of  the  public  schools  of  that  district.  The  play- 
ground with  its  equipment  cost  $40,000.  The  deed  of  the  prop- 
erty was  delivered  October  21,  1912  to  Mr  Wilbur  Hendrix, 
president  of  the  board  of  education,  accompanied  by  two  $1000 
New  York  City  4^  per  cent  bonds,  the  income  of  which  is  to  be 
used  for  the  maintenance  of  the  ground.  Mrs  Nichols  also  pro- 
vided free  expert  instruction  for  six  months  to  the  teachers  and 
pupils. 

The  playground  is  adjacent  to  the  grammar  and  high  school 
buildings  and  forms  a part  of  the  school  grounds.  The  ground  is 
equipped  with  the  latest  and  most  modern  open-air  apparatus,  con- 
sisting of  swings,  chute,  slides,  see-saws,  ring  trapeze,  vaulting  bars, 
climbing  ropes,  quoits,  toboggan  slides,  etc.  In  the  center  of  the 
ground  is  a pergola,  the  roof  of  which  is  covered  with  green  tile  and 
supported  by  eight  Corinthian  columns.  Between  the  columns  are 
stone  seats  and  in  the  center  of  the  pergola  is  a marble  fountain 
with  the  latest  sanitary  drinking  device. 

The  entire  playground  is  inclosed  by  a substantial  iron  fence 
resting  upon  the  marble  coping  of  the  wall.  The  gates,  of  which 
there  are  two,  may  be  locked  when  the  ground  is  not  in  use,  and 
thus  exclude  the  general  public.  The  playground  is  to  be  used  not 
only  during  the  session  of  the  schools  but  during  the  vacation 
period  as  well.  It  is  under  the  care  of  an  instructor  and  is  greatly 


24 


appreciated  by  the  children  and  the  citizens  of  Rye,  as  a desirable 
acquisition  to  their  school  plant.  It  is  considered  by  experts  to  be 
one  of  the  finest  playgrounds  in  the  country. 

MEDICAL  INSPECTION  OF  SCHOOL  CHILDREN 

In  my  last  annual  report  the  enactment  of  a medical  inspection 
law  applicable  to  all  parts  of  the  State  was  recommended.  The 
general  outlines  upon  which  such  legislation  should  be  enacted  were 
suggested.  A bill  was  drawn  embodying  the  features  contained  in 
these  suggestions  and  submitted  to  the  Legislature.  It  passed  the 
Legislature  and  received  the  approval  of  the  Governor,  becoming 
operative  August  i,  1913.  It  is  chapter  627  of  the  Laws  of  1913 
and  adds  a new  article  to  the  Education  Law,  known  as  article  20-a. 
It  is  mandatory  in  all  its  provisions  and  applies  to  the  entire  State 
except  the  cities  of  the  first  class,  Rochester,  Buffalo  and  New 
York.  These  cities  were  exempted  from  the  provisions  of  this  law 
to  avoid  opposition  to  the  measure  which  came  from  the  representa- 
tives of  such  cities  in  the  Legislature  and  for  the  further  reason 
that  these  cities  were  maintaining  reasonably  effective  systems  under 
their  local  laws. 

The  enactment  of  this  law- was  based  upon  the  broad  ground  that, 
when  the  State  makes  the  attendance  01  a child  upon  instruction 
compulsory,  it  is  the  duty  of  the  State  to  protect  the  life  and  health 
of  such  child  not  only  by  requiring  sanitary  buildings  in  which  he 
receives  instruction,  but  by  protecting  him  from  the  liability  of 
having  a disease  communicated  to  him  by  another  pupil.  Four 
fundamental  principles  which  are  vital  to  the  most  effective  and 
satisfactory  operation  of  a system  of  medical  inspection  in  public 
schools  were  incorporated  in  this  law.  These  principles  are : 

1 That  the  medical  inspection  of  the  children  in  a public  school 
system  is  purely  a school  question  and  a law  requiring  such  in- 
spection should  be  administered  by  the  school  authorities. 

2 That  a parent  possesses  the  legal  right  to  have  such  examina- 
tion of  his  children  as  the  law  may  demand  made  by  a physician 
which  such  parent  selects. 

3 That  local  school  authorities  should  possess  the  same  power 
and  obligations  in  relation  to  the  employment  of  physicians,  nurses 
etc.  in  providing  for  the  physical  necessities  of  school  children  that 
they  possess  in  relation  to  the  employment  of  teachers,  supervisors, 
superintendents  etc.  in  providing  for  the  intellectual  needs  of  such 
children. 


25 


4 That  penalties  should  be  imposed  upon  cities  and  school  dis- 
tricts for  failure  to  enforce  a medical  inspection  law  on  the  same 
basis  that  penalties  for  failure  to  enforce  the  compulsory  attendance 
laws,  fire  laws,  or  other  statutes  affecting  the  schools  are  imposed. 

Medical  inspection  is  a school  question  and  the  responsibility  for 
the  administration  of  any  school  proposition  should  be  placed  upon 
the  school  authorities.  Experience  has  also  demonstrated  that  the 
administration  of  a system  of  medical  inspection  by  any  other  agency 
will  result  in  a waste  of  funds,  in  the  loss  of  time  and  energy  on 
the  part  of  the  pupils  and  teachers,  in  the  usual  embarrassments 
and  conflict  of  authority  incident  to  a division  of  responsibility  in 
the  general  direction  of  any  one  proposition  and  will  therefore  re- 
sult in  great  inefficiency. 

It  should  be  clearly  understood,  therefore,  that  the  medical  in- 
spection required  is  under  the  provisions  of  the  Education  Law  and 
not  the  public  health  law.  The  enforcement  of  this  law  is  under 
the  supervision  of  the  school  authorities  and  not  the  health  au- 
thorities. When  health  officers  in  towns  or  villages  are  employed 
by  boards  of  education  or  school  district  trustees,  such  health  offi- 
cers are  under  the  general  direction  of  and  responsible  to  the 
school  authorities  and  not  to  the  health  authorities.  The  effective 
enforcement  of  this  statute  depends  very  largely  upon  the  wise  dis- 
cretion exercised  by  superintendents  and  other  local  school  officers. 
District  superintendents  should  give  careful  consideration  to  its 
enforcement  in  rural  districts. 

Compulsory  attendance  laws  universally  recognize  the  right  of  a 
parent  to  provide  in  his  own  way  the  minimum  amount  of  instruc- 
tion which  the  State  decrees  each  child  shall  receive.  A parent  can 
not  be  compelled  to  send  his  child  to  the  public  school.  He  may 
send  him  lo  a private  school.  He  may  employ  a private  teacher  and 
educate  his  child  at  home.  He  may  be  required  to  send  his  child  to 
a public  school  only  when  he  fails  to  provide  such  child  with  in- 
struction elsewhere  which  is  equivalent  to  that  given  in  the  public 
schools.  The  same  principle  upon  which  such  laws  are  based  must 
be  applied  to  the  enactment  of  medical  inspection  laws.  The  State 
may  properly  require  evidence  of  a child’s  freedom  from  disease 
and  his  physical  fitness  to  attend  school.  Neither  the  authority  nor 
the  policy  of  the  State  to  protect  a child  in  his  right  to  receive  treat- 
ment for  defects  which  are  impediments  to  his  proper  physical  and 
mental  development  will  be  questioned.  The  parent  must  first  be 
given  the  opportunity  to  provide  any  required  examination  and 


26 


treatment  and  wilful  negligence  on  the  part  of  the  parent  to  furnish 
the  same  affords  sufficient  ground  for  the  State  to  supply  it. 

The  law  authorizes  the  employment  of  medical  inspectors  and 
school  nurses.  These  inspectors  must  be  physicians  who  are 
licensed  to  practise  in  this  State  and  must  have  had  at  least  two 
years’  practice.  In  a city  or  union  free  school  district,  such  in- 
spectors must  be  residents  of  the  city  or  district  for  which  they  are 
appointed ; in  a common  school  district,  a medical  inspector  must  be 
a resident  of  the  town  in  which  the  district  selecting  him  is  located. 
The  school  nurses  must  be  registered  nurses  and  licensed  to  practise 
as  such.  , 1 

i -'iU'i 

The  board  of  education  of  each  city  is  required  to  appoint  one 
medical  inspector  and  may  appoint  as  many  additional  inspectors  as 
may  be  necessary  for  the  proper  enforcement  of  the  law.  Such 
board  may  also  employ  as  many  school  nurses  as  may  be  necessary. 

The  experience  of  those  cities  which  have  operated  medical  in- 
spection systems  shows  that  for  the  first  3000  children  attending 
school,  there  should  be  at  least  one  medical  inspector  and  one  nurse 
employed  for  full  time.  There  should  also  be  at  least  one  ad- 
ditional full-time  nurse  for  each  additional  1500  children,  and  one 
additional  full-time  medical  inspector  for.  each  additional  3000 
children.  It  is  recommended  that  one  inspector  and  one  nurse  be 
appointed  at  first  and  as  the  work  becomes  organized  such  ad- 
ditional inspectors  and  nurses  be  employed  as  increased  necessities 
may  demand  for  the  proper  enforcement  of  the  law. 

The  board  of  education  in  a union  free  school  district  is  re- 
quired to  appoint  one  medical  inspector.  In  such  districts,  having  a 
population  of  5000  or  less,  but  one  such  inspector  may  be  appointed. 
If  the  population  of  such  district  exceeds  5000,  such  additional  in- 
spectors may  be  appointed  as  are  necessary  for  the  proper  enforce- 
ment of  the  law.  If  the  boundaries  of  such  district  are  coterminous 
with  the  boundaries  of  an  incorporated  village,  such  board  should 
employ  the  health  officer  of  such  village  as  the  medical  inspector, 
unless  it  should  appear  to  be  for  the  best  interest  of  the  district  to 
employ  some  other  physician. 

The  trustees  of  a common  school  district  are  required  to  employ 
a medical  inspector  to  examine  the  children  attending  the  school  in 
such  district.  The  law  intends  that  such  trustees  shall  employ  for 
this  purpose  the  health  officer  of  the  town  in  which  the  district  is 
located.  If  it  should  appear  to  be  for  the  best  interests  of  the  dis- 
trict to  employ  another  physician,  the  trustees  possess  the  power  to 


27 


do  so.  The  trustees  of  two  or  more  districts  may  unite  in  the  em- 
ployment of  the  same  medical  inspector.  When  such  joint  employ- 
ment is  made,  the  expense  must  be  apportioned  among  the  dis- 
tricts according  to  the  assessed  valuation  of  their  taxable  property. 

The  question  is  frequently  presented  as  to  whether  or  not  a 
physician  who  is  a member  of  a board  of  education  may  be  desig- 
nated by  such  board  as  the  medical  inspector  for  the  district.  The 
penal  law  distinctly  provides  that  no  member  of  a board  of  educa- 
tion shall  be  directly  or  indirectly  interested  in  any  contract  made  in 
behalf  of  the  district  by  such  board.  This  bars  a board  of  educa- 
tion from  naming  a physician  who  is  a member  of  such  board  as  the 
medical  inspector.  The  action  of  the  board  in  selecting  a medical 
inspector  is  in  effect  a contract  in  behalf  of  the  district  made  by 
such  board  with  the  medical  inspector.  It  is  the  duty  of  the  board 
of  education  to  determine  whether  or  not  the  medical  inspector  per- 
forms the  work  of  that  office  as  the  statutes  contemplate  and  in  an 
efficient  and  satisfactory  manner.  A physician,  therefore,  who  is 
a member  of  a board  of  education  and  desires  to  become  a medical 
inspector  should  resign  from  the  board. 

In  a rural  school  district  or  a village  where  it  is  not  feasible  to 
employ  a full-time  inspector,  it  is  suggested  that  the  compensation 
of  the  inspector  be  made  on  the  basis  of  the  number  of  children 
examined.  The  amount  paid  for  each  pupil  should  vary  according 
to  the  number  of  children  to  be  examined,  the  distance  which  in- 
spectors are  required  to  travel,  the  general  accessibility  of  school- 
houses,  etc.  The  compensation  should  not  exceed  one  dollar  for 
each  pupil  and  in  many  districts  may  be  less. 

The  question  is  frequently  raised  as  to  the  policy  of  a board  of 
education  or  the  trustee  of  a school  district  receiving  bids  from 
various  physicians  for  the  performance  of  this  work.  Such  policy 
should  not  be  pursued.  In  every  community  of  the  State  it  will  be 
possible  to  make  arrangements  with  reputable  physicians  to  render 
this  service  for  a proper  consideration.  The  most  efficient  service 
will  not  be  obtained  if  a physician  is  selected  upon  the  sole  ground 
that  he  offers  to  do  the  work  for  less  compensation  than  that  for 
which  other  physicians  are  willing  to  perform  the  same  service. 

Within  the  limitations  above  specified,  the  general  intent  of  the 
law  is  that  school  authorities  in  the  employment  of  medical  in- 
spectors and  school  nurses  shall  possess  powers  similar  to  those 
which  they  possess  in  the  employment  of  teachers.  Such  in- 
spectors and  nurses  are  not  employees  of  the  municipal  government 


28 


but  are  employees  of  the  school  system  and  are  not  therefore  sub- 
ject to  municipal  civil  service  regulations.  Boards  of  education  or 
trustees,  employing  such  inspectors  and  nurses,  possess  the  absolute 
power  to  fix  the  compensation  which  these  employees  are  to  re- 
ceive. When  a health  officer  is  employed,  he  is  to  receive  com- 
pensation for  his  services.  The  salary  which  he  receives  as  health 
officer  does  not  include  his  compensation  for  the  services  he  renders 
as  medical  inspector.  The  town  or  village  board  of  health  has  no 
function  to  perform  in  appointing  medical  inspectors  or  in  other- 
wise enforcing  this  law. 

Under  the  provisions  of  this  law,  each  pupil  may  present  to  the 
principal  or  the  teacher  of  the  school  which  he  attends,  a health 
certificate.  Such  certificate  should  be  furnished  within  thirty  days 
from  the  date  on  which  school  opens.  If  a pupil  fails  to  present 
such  certificate  within  the  prescribed  thirty  days,  it  becomes  the 
duty  of  the  principal  teacher  of  the  school  which  such  pupil  at- 
tends to  notify  the  parent  of  such  pupil  that,  if  the  required  health 
certificate  is  not  furnished  within  an  additional  thirty  days,  at  the 
expiration  of  such  period  an  examination  of  the  pupil  will  be  made 
by  the  medical  inspector  employed  by  the  school  authorities.  If  a 
pupil  fails  to  present  a health  certificate  within  thirty  days  from  the 
date  of  such  notice,  the  medical  school  inspector  should  make  an 
examination  of  such  pupil.  A child  may  not  be  excluded  from 
school  for  failure  to  furnish  a health  certificate.  A health  certifi- 
cate must  be  signed  by  a physician  who  is  licensed  to  practise 
medicine  in  this  State  and  the  issuance  of  such  certificate  must  be 
based  upon  an  examination  made  by  the  physician  who  signs  it  and 
not  more  than  thirty  days  prior  to  the  date  when  the  certificate  is 
presented  at  school.  In  school  districts,  all  health  certificates  should 
be  retained  in  the  school  building  by  the  principal  teacher  until  the 
end  of  the  school  year,  and  then  filed  with  the  district  clerk ; in  a 
city,  such  certificates  should  be  filed  with  the  superintendent  of 
schools. 

When  an  examination  of  a pupil  is  made  by  the  family  physician 
or  a physician  selected  by  the  parent,  the  expense  of  such  ex- 
amination must  be  paid  by  the  parent.  Such  expense  may  not  be 
made  a charge  against  the  city  or  district.  When  the  examination 
is  made  by  the  school  authorities,  no  charge  may  be  made  against 
the  parent. 

A parent  may  waive  his  right  to  have  the  examination  of  his 
child  made  by  the  family  physician  or  by  a physician  which  the 


29 


parent  employs.  The  medical  inspector  having  jurisdiction  may  then 
make  the  required  examination  of  such  child. 

The  law  provides  that  the  Commissioner  of  Education  may  pre- 
scribe necessary  forms,  blanks  etc.  for  the  proper  administration  of 
this  law,  after  consultation  with  the  State  Commissioner  of  Health. 
The  following  form  of  certificate  has  been  prescribed : 


The  University  of  the  State  of  New  York 
The  State  Department  of  Education 
Albany 

Pursuant  to  the  provisions  of  article  20-a  of  the  Education  Law 
as  amended  by  the  Laws  of  1913,  chapter  627,  the  President  of 
the  University  and  Commissioner  of  Education,  after  consultation 
with  the  State  Commissioner  of  Health,  has  prescribed  the  follow- 
ing form  of 

HEALTH  CERTIFICATE 

I,  , a physician  duly  licensed  to  practise  medicine 

in  the  State  of  New  York,  residing  at , do  hereby  certify 

that  on  the  day  of 191- , I examined 


a pupil  residing  in  the  city  of (or  in  school  district  no 

town  of - , county  of ) and  certify 

as  follows : 

Age Sex Height Weight Nationality 

Parent  or  guardian Address 


[ Right 

’^“8"  jLeft 


Normal? 

Abnormal? 

Normal? 

Abnormal? 


/Normal?  Enlarged  / Cervical? 

\ Abnormal?  glands  \ Other? 


•p-  . / Kind  if  Reducible?.. f Good? 

nern  a <j^  Truss  worn? Digestion  1 Poor? 

[ Is  child  well  nourished? 


r Are  there  f Are  tonsils  enlarged  and  cryptic? 

Nose  f adenoids? Throat  I Has  child  frequent  sore  throat? 

[ Nasal  spurs? [ Is  there  ehronic  pharyngitis? 

Teeth  Good?  Poor?  Clean?  Unclean? 

State  any  other  physical  defects 

State  any  communicable  disease  or  condition  present 

Date  of  vaccination 

Examining  physician 

Date  of  examination [Address] 

Notes,  a This  certificate  must  be  presented  to  the  principal  or  teacher. 

b A circular  of  suggestions  for  the  examination  of  school  children  in  conformity  to  the 
above  may  be  obtained  from  the  board  of  education. 
c Erase  figures  or  words  not  needed, 
d Fully  explain  abnormalities  found. 


30 


It  is  suggested  that  where  a city  or  district  employs  a medical  in- 
spector who  gives  his  full  time  to  the  examination  of  school  chil- 
dren, parents  be  encouraged  to  have  their  children  examined  by 
such  inspector.  It  is  also  suggested  that  the  following  waiver  be 
printed  at  the  bottom  of  the  health  certificate  so  that  parents  may 
execute  the  same  if  they  desire,  and  the  school  authorities  will  then 
make  an  examination  of  the  child : 

I,  , the  father  of  , a 

town 

pupil  in  public  school  no , or  of , county 

city 

of , do  hereby  waive  my  right  to  furnish  a health  certificate 

for  said  , and  do  hereby  authorize  the  said  school 

authorities  of  the  said  public  school  to  make  the  examination  of 

said  , which  is  required  under  the  provisions  of 

the  Education  Law,  but  without  expense  to  me. 

Dated  , 191 . . 

It  is  not  feasible  for  the  Department  to  furnish  these  certificates. 
Each  city  and  union  free  school  district  should  supply  its  own 
blanks. 

The  school  authorities  are  required  to  make  a test  of  the  eyes  and 
ears  of  each  pupil  at  least  once  a year.  When  a pupil  has  defective 
sight  or  hearing,  such  additional  tests  shall  be  made  from  time  to 
time  as  conditions  may  require.  These  tests  should  be  made  under 
the  general  guidance  of  medical  inspectors  and  nurses,  but  prin- 
cipals and  teachers  may  be  called  upon  to  assist.  The  pupils  who 
present  health  certificates  are  not  exempt  from  these  tests  by  the 
school  authorities.  The  work  of  making  these  tests  should  be  com- 
menced as  soon  as  schools  open.  The  rules  and  cards  used  in 
making  these  tests  under  examinations  conducted  during  recent 
years  by  the  State  Commissioner  of  Health  will  be  continued  until 
further  notice  in  relation  thereto  is  given. 

The  law  requires  medical  inspectors  to  examine  all  teachers  and 
janitors  employed  in  the  public  schools.  It  further  provides  that 
such  inspectors  shall  examine  all  school  buildings.  Inspectors  are 
urged  to  wage  a vigorous  campaign  toward  improving  the  sanitary 
conditions  of  school  buildings.  Every  protection  possible  for  the 
safety  of  the  children  from  the  dangers  of  fire  should  be  provided. 
Medical  inspectors  should  become  familiar  with  the  requirements  of 
the  law  as  to  fire  escapes,  construction  of  stairways,  doors  etc.,  the 
facilities  for  leaving  school  buildings,  and  the  heating,  lighting  and 
ventilating  systems.  Every  schoolroom  should  be  made  as  safe  and 


31 


sanitary  as  our  knowledge  of  modern  science  in  construction  and 
sanitation  will  permit. 

Whenever  a pupil  in  a public  school  shows  symptoms  of  small- 
pox, scarlet  fever,  measles,  chickenpox,  tuberculosis,  diphtheria,  in- 
fluenza, tonsilitis,  whooping  cough,  mumps,  scabies  or  trachoma,  or 
any  other  communicable  disease,  he  must  be  excluded  from  the 
school.  The  school  authorities  should  at  once  take  such  pupil  to 
his  home  in  a safe  and  proper  conveyance  and  should  immediately 
notify  the  health  officer.  A pupil  who  has  been  absent  from  school 
because  of  illness  or  for  unknown  cause  may  not  be  admitted  to 
school  again  until  he  presents  a certificate  from  the  health  officer, 
the  family  physician,  or  the  medical  inspector. 

When  an  examination  of  a child  by  the  medical  inspector  reveals 
a physical  defect  or  disability  which  is  an  impediment  to  the  normal 
physical  or  intellectual  development  of  such  child,  the  principal  or 
teacher  of  the  school  should  notify  the  parent  of  such  defect  or 
disability.  If  the  parent  fails  or  refuses  to  provide  the  relief  or 
treatment  which  the  child  should  receive,  the  principal  or  teacher 
should  notify  the  medical  inspector.  It  then  becomes  the  duty  of 
such  inspector  to  provide  the  required  relief  or  treatment  for  the 
child  at  the  expense  of  the  city  or  district. 

This  is  a vital  point  in  the  proper  administration  of  the  medical 
inspection  law.  It  is  the  moral  and  legal  obligation  of  a parent  to 
administer  to  all  the  needs  of  his  children.  He  must  provide  food 
and  clothing.  He  may  call  for  assistance  in  providing  these  neces- 
sities only  when  he  is  financially  unable  to  provide  them  himself. 
It  is  just  as  much  the  moral  and  legal  obligation  of  a parent  to  pro- 
vide medical  treatment  for  his  child  as  it  is  to  provide  food. 
Parents  should  therefore  be  compelled  to  assume  the  responsibility 
whenever  it  is  possible.  School  authorities  should  also  insist  in 
every  case  that  a parent,  if  possible,  shall  provide  such  treatment  as 
his  child  requires.  The  school  authorities  should  know  in  every 
case  where  assistance  is  given  that  the  parent  is  positively  unable  to 
meet  the  expense  himself.  All  the  functions  of  a public  school 
should  be  so  administered  as  to  develop  self-respect,  independence, 
and  a keen  sense  of  personal  obligation,  all  of  which  are  elements 
of  the  best  standard  of  good  citizenship. 

A medical  inspector  should  not  incur  expense  in  providing  medi- 
cal relief  or  treatment  for  a child  until  an  appropriation  for  such 
expense  has  been  duly  authorized  by  the  school  authorities  of  the 
city  or  district.  The  board  of  education  or  trustees  of  a district 
have  the  authority  to  include  in  a tax  list,  or  set  aside  from  avail- 


32 


able  funds  without  vote  of  the  district,  the  necessary  amount  for 
the  proper  enforcement  of  this  law.  It  is  also  the  duty  of  city 
authorities  to  provide  funds  for  the  enforcement  of  the  law  and 
failure  to  do  so  would  subject  a city  to  the  penalties  hereinafter  de- 
scribed. School  authorities  should  inform  all  medical  inspectors 
that  such  inspectors  should  not  personally  furnish  relief  or  treat- 
ment to  pupils  and  receive  compensation  therefor,  and  should  fur- 
ther inform  them  that  they  should  not  refer  children  needing  relief 
or  treatment  to  any  particular  physician  but  should  advise  parents 
to  take  their  children  to  their  family  physician. 

The  State  Commissioner  of  Education  is  charged  with  the  duty 
of  supervising  the  enforcement  of  this  law.  Such  officer  may,  after 
consultation  with  the  State  Commissioner  of  Health,  prescribe  regu- 
lations to  supplement  the  provisions  of  the  law  for  its  better  en- 
forcement. The  Commissioner  of  Education  is  also  authorized  to 
appoint  a State  medical  inspector  of  schools,  who  will  have  the 
immediate  supervision  of  the  enforcement  of  this  law.  This  in- 
spector must  be.  a licensed  physician  and  must  have  had  at  least 
five  years’  experience  in  the  actual  practice  of  his  profession. 
Other  qualifications  are  quite  as  essential  as  this  professional  train- 
ing and  experience.  He  should  also  possess  a thorough  knowledge 
of  physical  education  and  of  educational  hygiene  and  sanitation. 
The  statutes  place  in  the  hands  of  the  Commissioner  of  Education 
an  effective  power  for  the  proper  enforcement  of  this  law.  The 
law  authorizes  him  in  his  discretion  to  withhold  from  a city  or  dis- 
trict its  share  of  the  public  moneys  appropriated  by  the  State  for 
the  support  of  schools,  whenever  such  city  or  district  has  wilfully 
refused  or  failed  to  enforce  this  law.  The  Education  Law  further 
provides  that,  when  a city  or  district  is  subjected  to  the  penalty  of 
a loss  of  its  funds  through  the  wilful  failure  or  refusal  of  a school 
officer  to  perform  any  duty  imposed  upon  him,  such  officer  shall  be 
personally  liable  to  the  city  or  district  for  the  amount  of  such  loss. 
This  wholesome  provision  of  the  law  is  generally  a sufficient 
stimulus,  to  induce  school  officers  to  perform  their  duties. 

The  weak  point  in  the  administration  of  this  statute  is  in  the  pro- 
vision relating  to  its  enforcement  in  the  rural  schools.  There  is  as 
great  need  of  the  enforcement  of  this  law  in  the  rural  sections  of 
the  State  as  there  is  for  its  enforcement  in  the  cities.  As  impos- 
sible as  it  may  appear,  the  death  rate  in  rural  New  York  per  thou- 
sand of  population  is  greater  than  the  death  rate  in  New  York  City 
per  thousand  of  population.  The  unit  of  administration  in  the  rural 
sections  is  too  small.  It  can  not  be  well  enforced  under  the  school 


33 


district  unit.  It  could  be  admirably  enforced  with  the  town  as  the 
unit  of  administration.  Provision  should  be  made  for  the  appoint- 
ment of  full-time  medical  inspectors  and  nurses  in  rural  sections 
who  would  examine  the  children  of  a whole  town  instead  of  a 
school  district.  Better  results  would  undoubtedly  be  obtained  if 
nurses  were  employed  almost  wholly  in  the  rural  regions  in  super- 
vision of  this  work.  Less  friction  is  being  experienced  in  the  in- 
auguration of  this  system  of  medical  inspection  in  the  rural  sections 
as  well  as  in  the  cities  than  was  anticipated. 

The  question  has  been  raised  as  to  the  authority  of  a city  or  dis- 
trict to  compel  parents  to  provide  the  relief  and  treatment  which  an 
examination  of  their  children  discloses  that  such  children  need  or, 
in  case  of  their  inability  to  supply  such  relief  or  treatment,  the 
power  of  the  city  or  district  to  supply  the  same.  It  is  a well-estab- 
lished common  law  rule  that  the  parent  is  legally  bound  to  provide 
for  the  support  of  his  infant  children.  More  than  this,  the  penal 
law,  section  482,  subdivision  i,  makes  it  a misdemeanor  for  a person 
to  omit  wilfully  “ without  lawful  excuse,  to  perform  a duty  by  law 
imposed  upon  him  to  furnish  food,  clothing,  shelter  or  medical  at- 
tendance of  a minor.”  When  an  examination  of  a child  discloses 
physical  defects  which  need  treatment,  and  the  school  authorities 
have  notified  the  parent  of  such  defects  and  the  necessary  treatment 
or  relief,  it  becomes  the  legal  as  well  as  the  moral  obligation  of  the 
parent  to  provide  such  relief  or  treatment  if  he  is  financially  able  to 
do  so.  Failure  on  the  part  of  a parent  to  provide  such  treatment 
would  be  a violation  of  the  provisions  of  the  penal  law  above 
stated.  Criminal  proceedings  could  undoubtedly  be  instituted 
against  the  parent  for  a violation  of  this  provision  of  law.  The 
courts  have  held  that  where  a parent  neglects  to  provide  his  infant 
children  with  the  necessaries  of  life  and  a third  person  has  sup- 
plied such  necessaries,  the  expense  thereof  becomes  a charge  against 
the  parent.  If  a parent  therefore  refuses  to  provide  the  treatment 
or  relief  which  his  child  may  need,  it  may  undoubtedly  be  sup- 
plied by  the  school  authorities  and,  if  such  parent  is  financially  able 
to  pay,  the  necessary  expense  incurred  in  providing  such  treatment 
may  be  collected  from  the  parent.  Whenever  it  can  be  clearly 
shown  that  relief  or  treatment  is  necessary  for  the  physical  welfare 
of  the  child  so  as  to  permit  him  to  receive  the  full  benefit  of  the 
educational  facilities  provided  through  the  public  school,  the  parent 
may  not  prevent  the  furnishing  of  such  relief  or  treatment  by  re- 
fusing to  supply  it  himself  or  to  permit  the  school  authorities  to 
furnish  it. 


84 


The  proper  enforcement  of  this  law  will  result  in  the  segregation 
of  all  pupils  afflicted  with  infectious  or  contagious  diseases,  in  show- 
ing the  necessity  of  making  special  provision  for  the  education  of 
the  mentally  defective,  in  the  establishment  of  open-air  schools  for 
the  treatment  and  training  of  thousands  of  anemic  children  and  for 
those  having  a predisposition  to  tubercular  troubles,  in  the  correc- 
tion of  physical  defects  in  thousands  of  children  who  would  other- 
wise become  permanently  disabled  or  diseased,  in  providing  cleaner 
and  more  sanitary  school  buildings  and  surroundings,  in  teaching 
the  future  generations  how  to  take  proper  care  of  their  bodies  and 
thus  make  them  better  citizens,  in  providing  more  efficient  instruc- 
tion in  the  schools,  and  in  changing  the  schoolroom  from  a place 
which  often  breeds  and  disseminates  disease  and  immorality  to  an 
institution  which  will  be  the  most  powerful  and  effective  agency 
of  modern  times  in  promoting  the  health  interests  of  the  Empire 
State. 

Medical  Inspection  Law 

Laws  of  1913,  chapter  627.  An  act  to  amend  the  Education  Law, 
relative  to  the  medical  inspection  of  pupils  in  the  public  schools 
of  the  State. 

In  effect  August  i,  1913 

The  People  of  the  State  of  New  York,  represented  in  Senate  and 
Assembly,  do  enact  as  follows: 

Section  i Chapter  21  of  the  Laws  of  1909,  entitled  ‘‘An  act 
relating  to  education,  constituting  chapter  16  of  the  consolidated 
laws,”  as  amended  by  chapter  140  of  the  Laws  of  1910,  is  hereby 
further  amended  by  inserting  therein  a new  article,  to  be  known 
as  article  20-a,  and  to  read  as  follows : 

ARTICLE  20-a 

MEDICAL  INSPECTION 

Section  570  Medical  inspection  to  be  provided 

571  Employment  of  medical  inspector 

572  Pupils  to  furnish  health  certificates 

573  Examination  by  medical  inspector 

574  Record  of  examinations;  eye  and  ear  tests 

575  Existence  of  contagious  diseases;  return  after  illness 

576  Enforcement  of  law 

577  State  medical  inspection  of  schools 

§ 570  Medical  inspection  to  be  provided.  Medical  inspection 
shall  be  provided  for  all  pupils  attending  the  public  schools  in 
this  State,  except  in  cities  of  the  first  class,  as  provided  in  this 


35 


article.  Medical  inspection  shall  include  the  services  of  a trained 
registered  nurse,  if  one  is  employed,  and  shall  also  include  such 
services  as  may  be  rendered  as  provided  herein  in  examining  pupils 
for  the  existence  of  disease  or  physical  defects  and  in  testing  the 
eyes  and  ears  of  such  pupils. 

§ 571  Employment  of  medical  inspectors.  The  board  of  edu- 
cation in  each  city  and  union  free  school  district,  and  the  trustee 
or  board  of  trustees  of  a common  school  district,  shall  employ, 
at  a compensation  to  be  agreed  upon  by  the  parties,  a competent 
physician  residing  in  the  city  or  district  or,  in  case  of  a common 
school  district,  in  the  town  where  such  district  is  situated,  as  a 
medical  inspector,  to  make  inspections  of  pupils  attending  the  public 
schools  in  the  city  or  district.  The  physicians  so  employed  shall 
be  legally  qualified  to  practise  medicine  in  this  State,  and  shall 
have  so  practised  for  a period  of  at  least  two  years  immediately 
prior  to  such  employment.  Any  such  board  or  trustees  may  em- 
ploy one  or  more  school  nurses,  who  shall  be  registered  trained 
nurses  and  authorized  to  practise  as  such.  Such  nurses  when  so 
employed  shall  aid  the  medical  inspector  of  the  district  and  shall 
perform  such  duties  for  the  benefit  of  the  public  schools  as  may 
be  prescribed  by  such  inspector. 

A medical  inspector  or  school  nurse  may  be  employed  by  the 
trustees  or  boards  of  education  of  two  or  more  school  districts, 
and  the  compensation  of  such  inspector,  and  the  expenses  incurred 
in  making  inspections  of  pupils  as  provided  herein,  shall  be  borne 
jointly  by  such  districts,  and  be  apportioned  among  them  according 
to  the  assessed  valuation  of  the  taxable  property  therein. 

In  cities  and  union  free  school  districts  having  more  than  five 
thousand  inhabitants,  the  board  of  education  may  employ  such 
additional  medical  inspectors  as  may  be  necessary  to  properly  in- 
spect the  pupils  in  the  school  in  such  cities  and  union  free  school 
district. 

The  trustees  of  a common  school  district  or  the  board  of  edu- 
cation of  a union  free  school  district  whose  boundaries  are  coter- 
minous with  the  boundaries  of  an  incorporated  village  shall,  in 
the  employment  of  medical  inspectors,  employ  the  health  officer 
of  the  town  in  which  such  common  school  district  is  located  or 
the  health  officer  of  such  union  free  school  district,  so  far  as  may 
be  advantageous  to  the  interests  of  such  district. 

§ 572  Pupils  to  furnish  health  certificates.  A health  certificate 
shall  be  furnished  by  each  pupil  in  the  public  schools  upon  his 
2 


36 


entrance  in  such  schools,  and  thereafter  at  the  opening  of  such 
schools  at  the  beginning  of  each  school  year.  Each  certificate 
shall  be  signed  by  a duly  licensed  physician  who  is  authorized  to 
practise  medicine  in  this  State,  and  shall  describe  the  condition  of 
the  pupil  when  the  examination  was  made,  which  shall  not  be 
more  than  thirty  days  prior  to  the  presentation  of  such  certificate, 
and  state  whether  such  pupil  is  in  a fit  condition  of  bodily  health 
to  permit  his  or  her  attendance  at  the  public  schools.  Such  certifi- 
cate shall  be  submitted  within  thirty  days  to  the  principal  or  teacher 
having  charge  of  the  school  and  shall  be  filed  with  the  clerk  of 
the  district.  If  such  pupil  does  not  present  a health  certificate  as 
herein  required,  the  principal  or  teacher  in  charge  of  the  school 
shall  cause  a notice  to  be  sent  to  the  parents  of  such  pupil  that  if 
the  required  health  certificate  is  not  furnished  within  thirty  days 
from  the  date  of  such  notice,  an  examination  will  be  made  of  such 
pupil  as  provided  herein. 

§ 573  Examinations  by  medical  inspectors.  Each  principal  or 
teacher  in  charge  of  a public  school  shall  report  to  the  medical 
inspector  having  jurisdiction  over  such  school  the  names  of  all 
pupils  who  have  not  furnished  health  certificates  as  provided  in 
the  preceding  section,  and  the  medical  inspector  shall  cause  such 
pupils  to  be  separately  and  carefully  examined  and  tested  to  ascer- 
tain whether  any  of  them  are  suffering  from  defective  sight  or 
hearing,  or  from  any  other  physical  disability  tending  to  prevent 
them  from  receiving  the  full  benefit  of  school  work,  or  requiring 
a modification  of  such  work  to  prevent  injury  to  the  pupils  or  to 
receive  the  best  educational  results.  If  it  be  ascertained  upon  such 
test  or  examination  that  any  of  such  pupils  are  inflicted  with  defec- 
tive sight  or  hearing  or  other  physical  disability  as  above  described 
the  principal  or  teacher,  having  charge  of  such  school,  shall  notify 
the  parents  or  other  persons  with  whom  such  pupils  are  living,  as 
to  the  existence  of  such  defects  and  physical  disability.  If  the 
parents  or  guardians  are  unable  or  unwilling  to  provide  the  neces- 
sary relief  and  treatment  for  such  pupils,  such  fact  shall  be  reported 
by  the  principal  or  teacher  to  the  medical  inspector,  whose  duty 
it  shall  be  to  provide  relief  for  such  pupils. 

§ 574  Record  of  examinations;  eye  and  ear  tests.  Medical 
inspectors  or  principals  and  teachers  in  charge  of  public  schools 
shall  make  eye  and  ear  tests  of  the  pupils  in  such  schools,  at  least 
once  in  each  school  year.  The  State  Commissioner  of  Health  shall 
prescribe  the  method  of  making  such  tests,  and  shall  furnish  gen- 
eral instruction  in  respect  to  such  tests.  The  Commissioner  of 


37 


Education,  after  consultation  with  the  State  Commissioner  of 
Health,  shall  prescribe  and  furnish  to  the  school  authorities  suitable 
rules  of  instruction  as  to  tests  and  examinations  made  as  provided 
in  this  article,  together  with  test  cards,  blanks,  record  books  and 
other  useful  appliances  for  carrying  out  the  purposes  of  this  article. 
The  Commissioner  of  Education  shall  provide  for  pupils  in  the 
normal  schools,  city  training  schools  and  training  classes  instruction 
and  practice  in  the  best  methods  of  testing  the  sight  and  hearing 
of  children. 

§ 575  Existence  of  contagious  diseases;  return  after  illness. 

Whenever  upon  investigation  a pupil  in  the  public  schools  shows 
symptoms  of  smallpox,  scarlet  fever,  measles,  chickenpox,  tuber- 
culosis, diphtheria,  influenza,  tonsilitis,  whooping  cough,  mumps, 
scabies  or  trachoma,  he  shall  be  excluded  from  the  school  and  sent 
to  his  home  immediately,  in  a safe  and  proper  conveyance,  and  the 
health  officer  of  the  city  or  town  shall  be  immediately  notified  of 
the  existence  of  such  disease.  The  medical  inspector  shall  examine 
each  pupil  returning  to  a school  without  a certificate  from  the 
health  officer  of  the  city  or  town,  or  the  family  physician,  after 
absence  on  account  of  illness  or  from  unknown  cause. 

Such  medical  inspectors  may  make  such  examinations  of  teachers, 
janitors  and  school  buildings  as  in  their  opinion  the  protection  of 
the  health  of  the  pupils  and  teachers  may  require. 

§ 576  Enforcement  of  law.  It  shall  be  the  duty  of  the  Com- 
missioner of  Education  to  enforce  the  provisions  of  this  article, 
and  he  may  adopt  such  rules  and  regulations  not  inconsistent  here- 
with, after  consultation  with  the  State  Commissioner  of  Health, 
for  the  purpose  of  carrying  into  full  force  and  effect  the  objects 
and  intent  of  this  article. 

He  may,  in  his  discretion,  withhold  the  public  money  from  a 
district  which  wilfully  refuses  or  neglects  to  comply  with  this  article, 
and  the  rules  and  regulations  made  hereunder. 

§ 577  State  medical  inspection  of  schools.  The  Commissioner 
of  Education  shall  appoint  a competent  physician  who  has  been 
in  the  actual  practice  of  his  profession  for  a period  of  at  least  five 
years,  as  State  Medical  Inspector  of  Schools.  The  State  Medical 
Inspector  of  Schools,  under  the  supervision  of  the  Commissioner 
of  Education,  shall  perform  such  duties  as  may  be  required  for 
carrying  out  the  provisions  of  this  article.  The  said  medical  in- 
spector shall  be  appointed  in  the  same  manner  as  other  employees 
of  the  Education  Department. 

§ 2 This  act  shall  take  effect  August  i,  1913. 


38 


TEACHERS  QUALIFICATIONS 

The  laws  which  have  regulated  the  certification  and  professional 
training  of  teachers  and  the  practices  which  have  obtained  under 
such  laws  from  the  act  of  1795  down  through  the  history  of  our 
State  contain  certain  fundamental  principles  which  have  always 
been  observed.  These  are: 

1 That  public  schools  are  State  schools  and  a part  of  a State 
system  and  are  not  mere  local  or  municipal  institutions. 

2 That  the  supervisory  power  and  authority  of  the  State  must  go 
where  the  funds  of  the  State  go. 

3 That  from  the  beginning  of  our  school  system  the  State  has 
authorized  the  election  of  officers  by  the  local  authorities  to  repre- 
sent the  State  in  the  examination  and  certification  of  teachers,  but 
has  reserved  to  itself  the  power  to  set  the  standard  of  qualifications 
which  teachers  must  meet. 

4 That  the  officers  authorized  to  employ  teachers  shall  not  be 
empowered  to  determine  their  qualifications. 

5 That  penalties  shall  be  imposed  for  the  employment  of  teachers 
not  certified  as  the  statutes  direct. 

6 That  the  State  shall  not  direct  who  shall  be  employed  but  shall 
determine  who  shall  not  be  employed.  That  accordingly  each  com- 
munity shall  possess  the  authority  to  select  its  teachers  from  those 
who  satisfy  the  requirements  prescribed  by  the  State. 

7 That  the  State  shall  prescribe  minimum  standards  only  and 
that  each  city  and  supervisory  district  shall  possess  the  authority  to 
demand  such  higher  standard  as  local  conditions  shall  warrant. 

The  cost  of  maintenance  of  our  public  school  system  is  $66,000,- 
000  a year.  Of  this  amount,  $40,000,000,  or  nearly  two-thirds  of 
the  total  annual  expenditure  for  all  public  school  purposes,  is  paid 
for  the  salaries  of  teachers.  There  is  much  waste  in  this  item 
through  the  employment  of  incompetent  teachers.  The  very  highest 
standard  of  qualifications  attainable  should  be  demanded  by  the 
State.  There  are  now  four  classes  of  schools  for  which  teachers 
must  be  supplied.  These  are  rural  schools,  elementary  schools  of 
cities  and  villages,  vocational  and  industrial  schools,  and  high 
schools. 

The  lowest  standards  now  maintained  are  in  the  rural  schools. 
Substantial  progress  has  been  made  in  recent  years  in  the  require- 
ments exacted  of  the  teachers  in  these  schools.  The  discontinuance 
of  the  elementary  certificate,  the  completion  of  a summer  course 
in  a State  normal  school  as  an  additional  requirement  for  the  aca- 
demic certificate,  and  the  advanced  requirement  of  completion  of 


39 


at  least  two  years  of  high  school  work  for  admission  to  training 
classes  will  still  further  advance  the  standard  of  qualifications 
which  these  teachers  must  satisfy.  This  advancement  clearly  im- 
plies the  intention  of  making  high  school  graduation  the  require- 
ment for  admission  to  a training  class.  There  are  16,550  teachers 
employed  outside  the  cities  and  villages  of  5000  or  more  population. 
Only  4100  of  these  hold  the  higher  forms  of  certificates,  including 
the  life  state  certificate,  the  certificates  issued  to  college  graduates, 
and  State  normal  school  diplomas.  The  majority  of  these  4100  are 
teachers  employed  in  the  600  villages  of  the  State  having  a popula- 
tion of  2000  or  less.  About  6000  teachers  who  have  completed  our 
training  class  courses  and  6000  who  hold  certificates  issued  by  former 
school  commissioners  and  by  district  superintendents  are  employed 
in  these  schools.  These  12,000  teachers  possessing  the  meager 
qualifications  exacted  under  the  present  requirements  are  carrying 
the  mighty  responsibilities  which  rest  upon  the  rural  schools  of  this 
State. 

The  State  should  prescribe  the  same  general  scholarship,  gradua- 
tion from  an  approved  four-year  high  school  course,  for  its  rural 
school  teachers  which  it  now  demands  of  the  teachers  employed  in 
the  elementary  schools  of  cities  and  villages.  Special  professional 
courses  based  upon  the  needs  and  conditions  of  rural  life,  covering 
at  least  two  years,  should  be  established  in  State  normal  schools  and 
part  of  these  institutions,  the  most  favorably  located  and  best 
adapted  for  such  special  work,  should  be  devoted  solely  to  the 
preparation  of  rural  school  teachers. 

The  qualifications  for  teachers  employed  in  the  elementary  schools 
of  cities  and  villages  of  5000  or  more  population  have  advanced  but 
little  for  nearly  twenty  years.  The  minimum  requirements  for  these 
teachers  were  specified  under  the  law  of  1895  as  graduation  from  an 
approved  high  school  course  of  at  least  three  years  and  an  ap- 
proved pedagogical  course  of  at  least  one  year.  Acting  under  the 
discretionary  power  given  in  the  law,  the  State  Superintendent  of 
Public  Instruction  prescribed  the  completion  of  a four-year  high 
school  course  and  the  authorities  of  several  cities  prescribed  the 
completion  of  a two-year  pedagogical  course.  The  State  then  pre- 
scribed a two-year  professional  course  for  all  cities  and  that  re- 
quirement is  written  in  the  present  statutes  for  all  cities  and  for 
villages  of  5000  or  more  population  in  the  State.  The  25,000 
teachers  employed  in  the  elementary  schools  of  the  cities  of  the 
State,  except  about  2000,  meet  these  or  higher  requirements.  Those 
who  do  not  meet  these  requirements  are  teachers  of  long  service  who 


40 


were  employed  at  the  time  such  qualifications  were  prescribed.  This 
number  is  decreasing  annually.  The  teachers  for  these  schools  are 
mainly  supplied  from  two  sources  — the  State  normal  schools  and 
the  city  training  schools.  These  institutions  furnish  about  2000 
new  teachers  each  year.  The  requirements  for  admission  and  the 
courses  of  study  are  the  same  for  each  class  of  schools.  The 
students  in  the  city  training  schools  are  generally  graduates  of  the 
high  schools  of  the  city  in  which  such  training  school  is  located. 
The  students  in  the  State  normal  schools  come  from  about  700  high 
schools  and  academies  maintained  throughout  the  State.  They  come 
from  the  impoverished,  weak  high  schools  as  well  as  from  the 
strong,  effective  high  schools.  Many  of  these  students  have  not  the 
scholarship  which  they  should  possess. 

When  normal  schools  were  first  organized  in  America  their  great 
function  was  to  give  emphasis  to  the  professional  side  of  teaching, 
but  about  the  time  that  the  Buffalo,  Cortland,  Geneseo,  and  Potsdam 
schools  were  organized  it  was  believed  that  these  institutions  should 
give  greater  emphasis  to  the  side  of  scholarship,  and  classical 
courses  were  accordingly  established.  About  a decade  ago  the 
pendulum  swung  back  again  and  while  greater  scholarship  was  re- 
quired for  admission,  the  greater  emphasis  was  placed  on  pro- 
fessional training.  In  my  judgment,  this  is  the  one  weak  point  in 
the  work  of  our  State  normal  schools  today.  It  is  not  to  be  under- 
stood that  we  have  not  a full  appreciation  of  the  value  of  profes- 
sional training,  or  that  too  much  of  such  training  is  required,  but 
that  such  training,  whatever  is  required,  must  be  based  upon  sound 
and  broad  scholarship.  The  theory  that  the  person  who  is  to  go 
into  the  schools  to  teach  need  possess  no  better  knowledge  of  subject 
matter  than  is  required  of  the  student  who  is  doing  academic  work 
as  the  basis  of  intellectual  development  and  for  the  purpose  of  pro- 
motion in  school  work,  is  fundamentally  wrong.  More  emphasis 
should  therefore  be  given  to  the  side  of  scholarship  and  the  ele- 
mentary teachers  courses  in  the  State  normal  schools  should  be 
lengthened  to  include  an  additional  year.  The  teachers  of  our 
elementary  schools  should  be  trained  in  an  atmosphere  where  an 
appreciation  of  the  cultural  subjects  is  recognized.  Through  a 
study  of  these  subjects  they  should  be  brought  into  an  intimate 
knowledge  of  the  best  civilization  of  all  the  ages  and  should  be 
able  to  develop  ideals  which  would  be  a means  of  great  inspiration 
and  influence  to  the  young  people  to  whom  they  give  daily  instruction. 

The  present  requirements  for  the  teachers  of  vocational  and  in- 


41 


dustrial  courses  are  generally  satisfactory  and  appear  to  be  as  high 
as  the  status  of  this  work  will  authorize. 

The  State  should  provide  the  facilities  whereby  teachers  who  are 
compelled  to  teach  the  entire  year  because  of  the  home  demands 
upon  them  may  keep  abreast  with  the  modern  changes  and  de- 
velopment in  educational  work,  may  obtain  a broader  vision  and 
secure  new  inspiration  by  study  during  the  summer  vacations.  Each 
of  the  State  normal  institutions  should  be  opened  during  the  summer 
months  and  special  courses  given  therein  which  meet  the  demands 
of  the  great  teaching  force  of  the  State.  There  is  no  movement 
that  could  be  inaugurated  which  would  put  more  life  and  sub- 
stance into  the  instruction  in  public  schools  than  one  which  would 
require  every  teacher  to  do  work  in  such  a course  within  a certain 
specified  period  of  her  service.  The  summer  session  tried  at 
Oneonta  has  been  successful.  The  session  of  1913  contained  as 
many  students  as  could  well  be  accommodated.  An  efifort  was  made 
to  open  two  of  the  schools  in  1913  but  the  appropriation  necessary 
was  not  obtainable.  The  Education  Department  has  requested  an 
appropriation  sufficient  to  open  three  in  the  summer  of  1914  and  a 
campaign  will  be  waged  along  this  line  until  each  of  the  eleven  in- 
stitutions give  summer  courses.  The  consummation  of  this  plan 
should  be  in  the  near  future.  When  that  plan  is  in  full  operation, 
attendance  should  be  compulsory  under  reasonable  limitations.  Pro- 
vision should  also  be  made  on  the  plan  prevailing  in  colleges  accord- 
ing teachers  a sabbatical  year  for  study  or  travel. 

Before  a material  advance  can  be  made  in  the  qualifications  of 
teachers  these  faithful  servants  of  the  State  must  be  paid  salaries 
commensurate  with  the  services  which  they  render.  It  is  not  to  be 
expected  that  intellectual  talent  of  a high  order  will  long  be  at- 
tracted to  the  teaching  service  with  the  opportunities  afiforded  in 
other  vocations  in  life,  unless  a very  substantial  increase  in  salaries 
is  accorded  those  engaged  in  teaching.  The  average  salary  of  the 
teachers  employed  in  the  cities  of  the  State  is  $1167.62  a year,  of 
those  employed  in  the  schools  outside  the  cities  $465.75  a year,  and 
for  the  entire  State  $888.50.  In  80  per  cent  of  the  cities  and  the 
villages  of  5000  or  more  population,  the  elementary  teachers  who 
enter  the  service  start  at  an  annual  minimum  salary  of  $500  or  less, 
and  in  more  than  one-half  of  these  places  at  an  annual  salary  of 
$450  or  less. 


42 


PROFESSIONAL  CODE  OF  ETHICS  FOR  TEACHERS 

At  the  last  annual  meeting  of  the  State  Teachers  Association,  Dr. 
George  M.  Forbes,  head  of  the  department  of  philosophy  of 
Rochester  University,  and  chairman  of  a subcommittee  of  the  asso- 
ciation’s executive  committee,  submitted  a report  on  a professional 
code  of  ethics  for  teachers.  .The  report  was  enthusiastically  re- 
ceived and  unanimously  adopted  by  the  association.  The  obliga- 
tions of  the  profession  and  of  the  individual  teacher  are  presented 
by  Doctor  Forbes  in  such  a clear,  forcible  and  comprehensive 
manner  that  President  Finley  desires  this  report  placed  in  the 
possession  of  every  teacher  of  the  State,  and  to  be  preserved  in  per- 
manent form  for  future  reference.  It  has  been  determined  ad- 
visable, therefore,  to  include  such  document  in  this  report.  It  is  as 
follows : 

The  members  of  a profession  by  virtue  of  such  membership  and 
by  virtue  of  the  peculiar  relations  which  they  sustain  to  the  com- 
munity and  to  one  another,  assume  ethical  obligations  of  a supremely 
important  character,  and  it  is  essential  to  the  adequate  performance 
of  professional  service  that  these  obligations  should  be  so  ingrained 
in  the  professional  consciousness  as  to  determine  the  spirit  of  every 
professional  act.  What  now  is  the  ground  of  these  obligations? 
What  characteristics  of  a profession  make  these  obligations  essential 
to  its  very  existence? 

First,  we  may  say,  the  existence  of  a profession  presupposes  a 
body  of  scientific  and  technical  knowledge  and  corresponding  skill, 
which  are  essential  to  the  welfare  of  the  community,  and  which  re- 
quire for  their  mastery  special  intellectual  equipment,  individual 
aptitude  and  prolonged  study  and  practice.  The  fact  that  such 
knowledge  and  skill  are  vital  to  public  welfare  leads  to  public 
supervision  of  the  use  of  this  knowledge  and  skill,  including  the 
fixing  of  minimum  standards  of  preparation,  and  the  explicit  au- 
thorization of  practice  by  the  issue  of  some  form  of  license.  The 
body  of  persons  thus  equipped  and  thus  publicly  authorized  to 
apply  their  knowledge  and  skill,  constitute  the  members  of  a pro- 
fession. A new  profession  may  come  into  existence  whenever  a 
new  social  need  arises,  and  a new  body  of  knowledge  is  discovered, 
requiring  special  skill  for  its  application.  In  this  way  the  pro- 
fession of  teaching  has  been  added  to  the  professions  of  law, 
medicine  and  divinity,  because  of  the  new  knowledge  of  the  laws  of 
human  development  derived  from  modern  biological,  psychological, 
and  sociological  science,  and  from  the  peculiar  technic  and  skill  re- 
quired in  its  use. 

The  common  knowledge  and  skill  possessed  by  the  qualified  per- 
sons and  the  common  functions  they  perform  bind  them  together 
into  a distinctive  group,  and  create  unique  relations  to  one  another 
and  to  the  community,  for  they  are  the  sole  possessors  of  a knowl- 
edge and  skill  upon  which  the  welfare,  perhaps  the  very  existence, 


43 


of  the  community  depends.  They  actually  monopolize  this  knowl- 
edge and  the  layman  is  helplessly  dependent  upon  them  for  the. 
service  necessary  to  a vital  need. 

Out  of  this  situation  grow  all  the  ethical  obligations  which  are 
peculiar  to  a profession.  It  may  be  asked  whether  ethical  obliga- 
tions are  not  binding  upon  all  alike,  whether  laymen  or  profes- 
sional, and  the  answer  is,  yes,  in  the  same  situations  all  ethical 
obligations  are  the  same  for  all  men;  but  it  is  just  the  characteristic 
of  a professional  group  that,  by  virtue  of  their  special  knowledge 
and  skill,  they  occupy  a situation  which  no  layman  ever  occupies, 
and  they  therefore  have  obligations  which  from  their  exclusive 
character,  require  a distinctive  name.  The  recognition  of  these 
obligations,  the  consciousness  of  the  peculiar  moral  responsibility 
they  bring,  belongs  to  the  essence  of  a true  professional  spirit. 

To  put  it  in  another  way,  we  may  say,  that  the  weight,  the  mag- 
nitude, the  vast  significance  of  the  community  interests  which  de- 
pend upon  the  possessors  of  special  knowledge,  give  a peculiar  in- 
tensity, a peculiar  strength  to  the  obligations  which  rest  upon  them, 
and  lift  them  to  the  unique  plane  of  professional  obligation,  while 
the  fact  that  they  possess  this  exclusive  knowledge  and  skill  in 
common,  welds  the  members  of  a profession  together  into  a com- 
munity ; makes  their  obligations,  obligations  of  the  group  as  a 
whole,  and  leads  to  a common  ideal  of  service,  binding  upon  all 
alike.  A professional  code  of  ethics,  then,  is  the  norm  or  standard 
of  professional  conduct,  for  which  the  body  as  a whole,  stands. 
Such  a code  is  not  enforceable  by  law,  but  it  has,  nevertheless,  the 
powerful  and  effective  sanction  of  the  collective  professional  judg- 
ment upon  the  conduct  of  its  members.  The  individual  is  rare  who 
can  continue  unprofessional  conduct  under  the  adverse  judgment  of 
the  profession,  which  judgment  brings  with  it  the  loss  of  profes- 
sional standing.  Unprofessional  conduct,  then,  is  simply  unethical 
conduct,  as  defined  by  the  ethical  ideals  of  a profession. 

Such  code  naturally  falls  into  two  subdivisions : one  defines  the 
obligations  resting  upon  the  professional  body  as  a whole,  the  other 
those  which  rest  upon  each  individual  member,  but  which  are  en- 
forced by  the  body  as  a whole.  The  distinction  between  the  two 
arises  from  the  fact  that  there  are  professional  services  and  con- 
ditions of  professional  efficiency  which  individuals  can  not  supply, 
which  demand  for  their  performance  the  larger  resources  of  the 
body  as  a whole.  Such  services  must  be  undertaken  by  those  offi- 
cially authorized  to  act  for  the  profession  and  there  is  no  surer  index 
of  the  degree  to  which  the  ethical  spirit  dominates  a profession  than 
the  attitude  toward  these  services. 

The  most  important  of  these  for  the  teaching  profession  are : 
first,  the  obligation  to  fix  and  sustain  by  the  whole  weight  of  its 
influence  the  highest  practicable  standard  of  preparation  for  the  pro- 
fession ; second,  the  obligation  to  make  available  to  its  members  the 
collective  knowledge  and  experience  of  the  profession,  by  suitable 
means ; third,  the  obligation  to  secure  for  its  members  by  organized, 
persistent  effort,  and  the  use  of  every  legitimate  means,  all  the  ma- 


44 


terial  conditions  necessary  to  the  highest  efficiency  in  the  service. 
The  extent  to  which  these  services  are  performed  measures  the 
unity,  solidarity  and  efficiency  of  the  organized  body  which  con- 
stitutes the  teaching  profession. 

The  second  part  of  the  professional  code  includes  those  obliga- 
tions which  determine  the  conduct  of  individual  members,  and 
which  must  be  sanctioned  and  enforced  by  the  whole  weight  of  pro- 
fessional influence.  In  this  field  the  cardinal  sins  and  the  corre- 
sponding professional  obligations  are  three,  and  these  three  are  the 
sources  of  all  other  professional  sins  and  obligations : first,  the  sin 
of  professional  stagnation.  It  consists  in  the  relaxation  of  pro- 
fessional interest  and  ambition,  and  the  sinking  into  the  intellectual 
crystallization  and  spiritual  death  which  makes  all  service  me- 
chanical. This  is  the  primal  temptation,  and  the  unpardonable  sin. 
Education  is  absolutely  nothing  but  the  systematic  stimulation  and 
guidance  of  life  and  growth,  and  the  possession  of  life  and  the  ex- 
perience of  growth  are  the  sole  means  of  such  stimulation.  No 
other  stimulation  is  worthy  of  the  name  education.  No  other  serv- 
ice is  worthy  to  be  called  professional.  All  else  is  only  the  deadly 
routine  which  paralyzes  and  mechanizes  the  springs  of  action  in  the 
soul  of  the  child.  It  means  that  study  ceases,  the  springs  of  in- 
terest dry  up,  the  service  becomes  increasingly  irksome,  the  soul 
shrinks  to  the  dimensions  of  its  petty  routine. 

The  moral  energy  of  the  profession  is  tested  by  its  ability  to 
eliminate  this  sin  and  enforce  the  obligation  of  perpetual  growth 
upon  its  members. 

The  second  is  the  sin  of  professional  dishonor.  It  consists  in  the 
selfish  betrayal  of  the  ideal  of  service,  for  the  sake  of  personal 
ambitions.  It  sinks  the  whole  professional  activity  to  the  sordid 
level  of  a struggle  for  personal  ends.  The  professional  ideal  re- 
quires that  absolutely  no  consideration  but  efficient  service  should 
determine  the  position  and  mutual  relation  of  the  members.  The 
betrayal  of  this  principle  takes  a variety  of  forms,  equally  con- 
temptible and  unworthy  of  members  of  the  profession.  It  some- 
times takes  the  forms  of  giving  and  sometimes  securing  preferment, 
by  reason  of  political  or  personal  influence,  irrespective  of  merit. 
It  sometimes  undermines  others  to  profit  by  their  downfall.  It 
breaks  promises,  misrepresents  facts,  ignores  contracts,  withholds 
honestly  earned  recognition,  steals  and  shamelessly  appropriates  as 
one’s  own  the  ideas  and  the  achievements  of  others.  All  this  in 
violation  of  professional  honor,  which  requires  bigness  and  mag- 
nanimity, and  yet  modesty  of  soul,  and  justness  and  fairness  of 
judgment,  which  rejoices  in  the  opportunity  to  serve,  admires  and 
generously  recognizes  the  good  services  of  others,  and  is  so  ab- 
sorbed in  the  joy  of  service  that  the  summons  to  a greater  work 
finds  one  surprised  and  hesitating.  The  very  atmosphere  of  the 
teaching  profession  should  lead  to  abhorrence  and  scorn  of  these 
forms  of  professional  dishonor. 

The  third  is  the  sin  of  professional  disloyalty.  The  teaching  pro- 
fession differs  from  the  other  learned  professions  in  the  fact  that 


45 


the  service  to  the  community  is  not  individualistic,  like  that  of  the 
lawyer,  the  physician  and  the  minister.  The  professional  service  of 
the  teacher  can  not  be  efficient  without  cooperation,  without 
solidarity,  without  perfect  unity  of  effort.  The  whole  body  must  be 
single-minded.  Hence,  the  sin  of  disloyalty  consists  in  the  sacrifice 
of  the  common  good  to  exclusive  individualism;  it  permits  envy, 
jealousy,  rivalry,  suspicion  and  mutual  distrust  of  one  another  to 
disintegrate  the  very  structure  of  the  profession.  The  normal  pro- 
fessional solidarity  breaks  down  and  crumbles  under  this  influence. 
The  common  aim  and  united  effort  is  disrupted,  the  organic  inter- 
dependence which  knits  together  becomes  an  atomic  independence, 
which  ranges  individual  against  individual,  and  the  end  is  pro- 
fessional anarchy  instead  of  professional  solidarity. 

The  normal  structure  of  the  profession  requires  the  function  of 
responsibility,  leadership,  direction,  on  the  part  of  some,  and  loyal 
response,  whole-hearted  cooperation,  and  the  reasonable  subordina- 
tion of  individual  points  of  view,  on  the  part  of  others. 

The  temptation  to  a disloyal  individualism  is  greater,  and  the 
sin  is  more  deadly,  on  the  part  of  the  leader.  He  is  unfit  to  be 
leader  if  he  is  not  big  enough  to  forget  himself,  lose  himself,  in  the 
common  aims  of  the  service.  His  besetting  sins  are  the  disloyalty 
of  tyranny,  the  exaltation  of  his  own  will  above  the  interests  of  the 
service,  or  the  subtle,  unconscious  hypocrisy  of  identifying  his 
arbitrary  will  with  the  interests  of  the  service.  Thus,  upon  the 
leader  in  a supreme  degree  depends  the  solidarity  and  loyalty  of  the 
whole.  If  he  is  absolutely  disinterested,  democratic,  possessed  with 
the  spirit  of  fairness  and  justice;  if  he  can  resolutely  put  beneath 
his  feet  every  individual  aim,  every  personal  influence,  every  con- 
sideration not  intrinsic  to  the  greatest  service,  then  he  can  make  the 
most  effective  appeal  to  the  loyalty  of  his  subordinates. 

On  the  other  hand,  assuming  him  to  have  this  spirit,  his  whole 
work  may  be  nullified  by  the  atmosphere  of  suspicion  and  distrust; 
by  the  bickering,  backbiting,  fault-finding  spirit;  by  the  unworthy 
self-seeking,  with  its  rivalries  and  jealousies  among  his  subordinates. 
The  very  A B C of  professional  loyalty  is  mutual  confidence  and 
faith  in  one  another.  The  determination  to  assume  the  best  and 
believe  the  best;  the  resolute  suppression  of  distrust,  for  to  take 
this  attitude  summons  into  life  the  ethical  spirit,  breaks  down  the 
barriers  of  individualism,  and  merges  and  blends  all  our  interests 
and  enthusiasm  in  the  common  service. 

Your  committee  has  thought  it  wisest  to  attempt  to  express  the 
ethical  spirit  of  the  profession  in  a comprehensive,  rather  than  a 
detailed  form ; to  present  the  principles  which  constitute  the  very 
essence  of  that  spirit  in  such  a way  as  to  appear  axiomatic  to  every 
member  of  the  profession.  Under  the  types  which  have  been  for- 
mulated every  teacher  can  recognize  the  character  of  his  besetting 
sin,  and  the  appeal  to  his  professional  sense  of  obligation.  In  the 
opinion  of  your  committee,  a professional  code  should  emulate  the 
Decalogue  in  its  brevity,  in  the  salient  points  upon  which  it  con- 
centrates attention.  It  is  these  which  always  and  everywhere  should 


46 


be  stamped  into  the  professional  consciousness  as  determining  all 
professional  conduct ; as  constituting  the  ultimate  “ Thou  shalts  ” 
and  “ Thou  shalt  nots  ” of  the  professional  ethics. 

To  sum  up,  then,  the  obligations  belonging  to  the  organized  body, 
which  constitutes  the  profession  as  a whole,  are  three,  namely: 
first,  to  maintain  the  highest  standard  of  preparation  for  the  serv- 
ice; second,  to  bring  to  its  members,  by  all  suitable  means,  the  ad- 
vancing knowledge  and  experience  of  the  profession ; third,  to 
secure  for  its  members,  by  its  collective  influence,  all  the  material 
conditions  necessary  to  the  highest  efficiency. 

On  the  other  hand,  the  cardinal  sins,  and  corresponding  cardinal 
obligations  of  every  member  of  the  profession  are  likewise  three, 
namely : the  sin  of  professional  stagnation  and  the  obligation  of 
eternal  growth ; the  sin  of  professional  dishonor  and  the  obligation 
of  complete  consecration  to  unselfish  service;  the  sin  of  profes- 
sional disloyalty  and  the  obligation  to  mutual  faith  and  whole- 
hearted cooperation.  These  are  the  great  commandments  and  there 
are  none  others  greater.  On  these  three,  to  paraphrase  the  words 
of  the  greatest  of  all  teachers,  hang  all  the  law  and  the  prophets  of 
our  profession. 

TEACHERS’  RETIREMENT  LAW 

During  the  past  ye^r  the  cities  of  Poughkeepsie  and  Watervliet, 
and  the  counties  of  Nassau  and  Saratoga  properly  petitioned  the 
State  Retirement  Board  to  come  under  the  operation  of  the  general 
law  relating  to  the  retirement  of  teachers  and,  having  complied  with 
all  the  requirements  of  the  statutes,  the  petitions  presented  by  these 
cities  and  counties  received  favorable  action.  The  local  retire- 
ment organizations  for  the  teachers  of  such  cities  and  counties 
were  thereupon  discontinued.  The  general  law  now  applies  to 
all  the  State  outside  the  cities,  except  the  county  of  Westchester, 
and  to  all  the  cities  of  the  State,  except  Albany,  Buffalo,  Cohoes, 
Elmira,  Mount  Vernon,  New  York,  Rochester,  Syracuse,  Troy  and 
Yonkers. 

Changes  have  occurred  in  the  membership  of  the  State  Retire- 
ment Board  during  the  year.  The  law  specifies  that  the  moneys  of 
the  retirement  fund  may  be  invested  in  securities  which  the  banking 
law  specifies  as  securities  which  may  be  purchased  by  the  savings 
banks  of  the  State.  The  Retirement  Board  is  required  under  the 
law  to  determine  in  which  of  these  securities  the  moneys  of  the  re- 
tirement fund  shall  be  invested.  It  seemed  wise  to  have  upon  the 
Retirement  Board  a professional  banker  so  that  this  board  might 
have  the  benefit  of  the  knowledge  and  experience  of  a person 
familiar  with  the  value  and  marketable  conditions  of  these  securi- 
ties. Mr  Jacob  H.  Herzog,  cashier  of  the  National  Commercial 
Bank  of  Albany,  was  asked  to  accept  an  appointment  upon  this 


47 


[ board.  Mr  Herzog  expressed  a willingness  to  accept  the  appoint' 
ment  and  has  rendered  valuable  service  on  the  board  during  the 
■past  year.  Mr.  Herzog  is  also  interested  in  educational  matters  as 
^ he  is  president  of  the  board  of  education  of  the  city  of  Albany. 

,j  The  retirement  law  provides  that  i per  cent  shall  be  deducted 
i from  the  salaries  of  all  teachers  employed  in  the  schools  of  that 
i part  of  the  State  to  which  the  law  is  applicable.  Some  doubt  has 
, been  expressed  about  the  validity  of  this  feature  of  the  law.  The 
i general  retirement  act  of  the  state  of  New  Jersey  also  provides  that 
all  teachers  employed  in  the  schools  of  that  state,  subject  to  the 
provisions  of  such  general  act,  shall  be  required  to  pay  a certain 
I percentage  of  their  salaries  into  the  state  fund.  The  provision  of 
■ the  New  Jersey  statute  is  almost  identical  with  the  provision  of  the 
, New  York  law.  A teacher  in  New  Jersey,  a percentage  of  whose 
I salary  had  thus  been  deducted  or  reserved  by  the  local  school  au- 
: thorities,  instituted  a suit  in  the  courts  to  obtain  the  full  amount  of 
1 her  monthly  salary.  The  court  held  that  the  retirement  act  was 
! constitutional;  that  the  deduction  of  such  amount  did  not  con- 
^ stitute  the  taking  of  property  without  due  process  of  law,  and  that 
it  did  not  constitute  the  taking  of  private  property  for  public  use 
without  adequate  compensation.  The  court  further  held  that  the 
reservation  of  a percentage  from  a teacher’s  salary  was  in  fact  an 
exercise  of  the  taxing  power  of  the  state.  The  court  sustained  the 
constitutionality  of  the  law  and  declared  that  it  was  entirely  within 
the  province  of  the  Legislature  to  enact  such  law.  Reference  is 
' made  to  this  New  Jersey  decision  as  the  opinion  expressed  by  that 
: court  undoubtedly  reflects  the  judicial  opinion  which  would  be  ex- 
' pressed  by  the  courts  of  other  states  upon  similar  statutes. 

All  general  plans  providing  annuities  for  persons  who  are  retired 
I from  service,  either  those  maintained  by  municipalities  or  by  cor- 
porations, are  based  upon  the  theory  that  the  employer  shall  con- 
tribute largely  and,  in  most  cases,  the  entire  amount  which  goes  into 
, the  fund  from  which  annuities  are  paid.  The  fund,  however,  from 
which  teachers  are  paid  under  the  general  retirement  act  of  this 
‘ State  is  contributed  solely  by  the  teachers.  To  strengthen  this  fund 
and  put  it  upon  a sounder  financial  basis,  to  relieve  the  State  from 
making  appropriations  for  some  years  to  come,  and  to  follow  the 
general  plan  of  other  annuity  systems,  it  is  recommended  that  the 
law  be  amended  and  that  each  city  and  district  be  required  to  con- 
: tribute  an  amount  equal  to  that  which  the  teachers  of  such  city  or 
, district  are  required  to  contribute. 

A teacher,  upon  being  retired,  is  entitled  to  receive,  as  the  statute 

r 


48 


now  stands,  one-half  of  the  salary  paid  her  during  the  last  year  of 
her  service  but  in  no  case  to  exceed  six  hundred  dollars.  In  the 
administration  of  this  law  numerous  cases  have  occurred  in  which 
school  authorities  have  increased  the  salary  of  a teacher  materially 
during  the  last  year  of  her  service  in  order  to  enable  her  to  receive 
a larger  annuity  from  this  fund.  It  further  appears  that  many 
teachers  who  have  become  old  and  somewhat  physically  incapac- 
itated, and  who  have  had  no  means  upon  which  to  live,  have  been 
continued  in  the  schools  for  two  or  three  years  upon  a reduced 
salary.  These  teachers  have  rendered  a valuable  service  to  the 
State  and  the  salaries  which  they  are  receiving  are  so  small  that 
one-half  the  amount  is  not  sufficient  for  their  support.  To  avoid 
these  abuses  and  these  cases  of  injustice,  and  to  safeguard  the  re- 
tirement fund  properly,  it  is  recommended  that  the  law  be  amended 
by  fixing  the  annuity  of  a teacher  upon  retirement  to  be  an  amount 
equal  to  one-half  her  average  salary  for  the  five  years  immediately 
preceding  her  retirement. 

Under  the  provisions  of  this  act,  teachers  must  teach  at  least 
fifteen  years  immediately  preceding  their  retirement  in  some  portion 
of  the  State  to  which  the  law  applies.  As  there  are  many  local  re- 
tirement laws  in  the  cities,  cases  are  constantly  arising  in  which 
teachers  will  leave  a city  operating  under  a local  law  and  enter  the 
teaching  service  in  a city  which  is  under  the  general  retirement  law. 
Such  teacher  may  have  rendered  twenty  years’  service  in  a city 
operating  under  the  local  statute  but  before  she  could  be  con- 
sidered for  retirement  under  the  general  law,  it  would  be  necessary 
for  her  to  render  at  least  fifteen  years’  additional  service  in  teaching. 
This  often  operates  as  a hardship.  It  is  therefore  suggested  that 
the  law  be  amended  to  remedy  this  injustice. 

It  is  proposed  during  the  year  to  make  a scientific  study  of  the 
basis  on  which  the  retirement  fund  should  be  placed.  It  is  absolutely 
essential  to  the  success  of  the  operation  of  this  law  to  place  the 
whole  general  scheme  upon  a financial  basis  which  shall  be  absolutely 
sound.  With  this  in  view,  we  have  taken  the  matter  up  with  the 
State  Superintendent  of  Insurance  and  that  officer  has  agreed  to  co- 
operate with  the  Education  Department  during  the  year  by  per- 
mitting the  chief  actuary  of  his  department  to  examine  the  matter 
and  to  make  such  recommendations  as  shall  be  necessary  for  the 
purpose  of  creating  a proper  financial  management  of  the  system, 
and  thus  protect  the  interests  of  all  teachers  who  shall  contribute  to 
this  fund. 

Since  this  law  became  operative,  the  following  persons  have  been 
retired  upon  application  to  the  Retirement  Board ; 


49 


Retired  previous  to  August  i,  1912 


YEARS 

OF 

SERVICE 


Warren  L.  Boom 

Nellie  J.  Hunter 

Frances  F.  Berry 

Ella  M.  Solon 

Sarah  Lawrence 

Floyd  D.  Aldrich 

Frances  C.  Mason 

Mary  K.  Brigham 

Mrs  Margaret  B,  Clancey 
M.  Eva  Parsons 


Worcester.  . 
Binghamton 
Seneca  Falls 
Eddy  ville . . . 
Cohoes  . . . 

Norwich 

Lockport . . . 

Greene 

M arlboro . . . 
Marathon.  . 


35 

195 

26 

32 

38 

25 

41 

32 

19 

28 


$160 

195 

220 

280 

237  50 

180 

337  50 

143  52 
216  60 
325 


Retired  January  8,  1913 


Mary  E.  Poole. 

Mrs  Mary  E.  Williams. 
Alma  M.  Manchester.  . . 

Anna  T.  Rattigan 

Sifroit  R.  Karker 

Mrs  Grace  I.  Prentice. . 
Mrs  Hannah  L.  Gowdy . 

Orland  F.  Payne 

Sylvia  McCord 

Laura  J.  Brust 

Ada  J.  Overbaugh 

Helen  M.  Goodrich. . . . 
Alice  G.  Brock 


Watertown 

40 

Watertown 

37l 

LaGrangeville 

45 

Auburn 

30 

Seward 

35 

Berkshire 

15 

Camden 

50 

Palenville 

382 

Hudson 

57 

Scotia 

30 

Saugerties 

165 

Stamford 

39 

Frankfort 

255 

250 
375 
192  50 
350 
160 
86  40 
144 
400 
225 
350 
i6s 
200 
200 


Retired  April  26,  1913 


Arthur  E.  Knox 

Mary  E.  Hay 

Flora  M.  Hay 

Hanna  E.  Meade 

Caroline  E.  Simmons.  . . 

Caroline  F.  Barnes 

Sarah  A.  Bradley 

Josiah  Suits 

Jesse  H.  Hyatt 

Julia  C.  Ferris 

Gertrude  Miller 

Perez  Dimmick 

Julia  M.  Guest 

William  M,  Lisk 

Mrs  Jenny  L.  Nobles.  . . 

Sarah  E.  Mackey 

Georgia  E,  Shibley 

Mary  K.  Sperry 

Matilda  J.  Carrier 

Elizabeth  Davidson 

May  R.  Collins 

John  J.  Woodward 

Estelle  G.  Robinson.  . . . 

Mary  J.  Lewis 

Caroline  A.  Tuthill 

Martha  C.  Lum 

Edson  L.  Moore 

Charlotte  S.  Cross 

Martha  Laidler 

Susan  J.  Baker 

Sophie  J.  Gowen 

Harriet  E.  Stevens 

Mary  E.  Steele 

Mary  J.  Rutherford.  . . . 

Anna  L.  Potter 

Mrs  Mary  E.  Buchanan 
Katherine  F.  Johnson. . , 

Emeline  E.  Niles 

Elizabeth  Way  man 

Mrs  Anna  M.  Kinne. . . , 


Conklin 

37 

600 

Watertown 

43 

375 

Watertown 

37 

425 

Cold  Spring 

27 

216 

Rensselaer 

25 

270 

Phoenix 

30 

32s 

Lockport 

30 

250 

Tribes  Hill 

53 

180 

Battenville 

22§ 

144 

Auburn 

46 

450 

Penn  Yan 

40 

350 

Margaretville 

28 

240 

Ogdensburg 

39 

350 

Babylon 

25 

600 

Perry 

20 

220 

Ellenville 

50^ 

312 

Amsterdam 

34 

280 

Plattsburg 

40 

450 

Lockport 

46 

275 

DeLancey 

375 

160 

Victor 

275 

250 

Newburgh 

33 

280 

Auburn 

30 

450 

W averly 

37 

300 

W averly 

41 

300 

W averly 

31 

300 

Lyons 

24 

528 

Lockport 

54 

600 

Jamestown 

35 

325 

Houghton 

195 

I18 

N.  Tonawanda.  . . . 

395 

450 

Mount  Vision 

38 

400 

Albion 

29 

400 

Madrid 

31 

120 

Holley 

28 

412 

Elizabeth,  N.  J 

24 

264 

Niagara  Falls 

29 

475 

Cooperstown 

435 

180 

Lockport 

30 

212 

Rhinecliff 

26 

212 

CAUSE  OF 
RETIREMENT 


Service  and  disability 

Disability 

Disability 

Service  and  disability 

Service 

Service 

Service  and  disability 

Disability 

Disability 

Service  and  disability 


Service  and  disability 

Service  and  disability 

Service 

Disability 

Disability 

Disability 

Disability 

Service  and  disability 
Service 

Service  and  disability 

Disability 

Service 

Service  and  disability 


Service 

Service  and  disability 
Service  and  disability 
Service 
Disability 

Service  and  disability 

Disability 

Disability 

Disability 

Service 

Service 

Disability 

Service 

Disability 

Disability 

Service 

Service 

Service  and  disability 

Service 

Service 

Service  and  disability 

Service  and  disability 

Disability 

Service 

Service 

Service  and  disability 

Disability 

Service 

Service  and  disability 

Disability 

Service 

Service  and  disability 

Service  and  disability 

Service  and  disability 

Disability 

Disability 

Disability 

Service 

Service  and  disability 
Service  and  disability 


50 


I 


Retired  July  24,  1913 


NAME 


Elizabeth  A.  Hallock.  . 

Caroline  Kibbe 

Anna  M.  Barnes 

Emma  C.  Barnes 

S.  Emma  Barker 

Grace  A.  Lewis 

Rebecca  Rusk 

Frances  A.  Tefft 

Maria  F.  Highriter.  . . . 

Emma  F.  Beaver 

Mrs  Celia  H.  Mackey.. 

Flora  A.  Ailing 

Alice  M.  Brown 

Lelia  B.  Palmer 

Nicholas  Zarth 

Minnie  G.  Wright 

Helen  Gaffney 

Agnes  M.  Merrell 

Harriet  G.  Rae 

Julia  E.  Rowell 

Mary  L.  Buck 

Dora  S.  Clark 

Mary  M.  Edmonds. . . . 
Mrs  Lena  Jennings.  . . . 

Kate  M.  Coffin 

A.  M.  Baker 

Frank  S.  Shumway . . . . 

Chauncey  Fuller 

Frances  C.  Lewis 

Isabelle  V.  Gladstone . . 

Emma  F.  Isbell 

Anna  Lane 

Alzina  P.  Lown 

Mandane  Hilliard 

Anna  L.  Ward 

Frank  E.  Mandeville.  . 

Anna  F.  Marshall 

Mahlon  R.  Morrow 

Ornaldo  W.  Morris . . . . 
Annie  M.  Patterson  . . . 

Addie  M.  Poole 

Joanna  M.  Puff 

Cornelia  F.  Purdy 

Ellen  V.  Rittersbaugh . , 
Annie  H.  Sandford.  . . . 

Sarah  W.  Shipway 

Abram  Smith 

Francis  M.  Smith 

Chrissey  Stebbins 

Harriet  L.  TenBroeck.. 
Mrs  Della  K.  Tobey. . . 
Harriet  A.  Van  Duzer. 
Annette  A.  Wilbur.  . . . 

John  Will 

Adelbert  W.  Wilcox.  . . 
Katherine  M.  Vermily. 

Ara  Wilkinson 

Elizabeth  Wilson 

Mary  F.  Wood 

Mary  J.  Davies 

Anna  J.  Pettingill 

Carrie  L.  Owen 

Eva  Parr 

Mrs  Emma  D.  Stevens, 

Lucy  Leonard 

Mrs  Ida  M.  Larkin. . . . 
Mrs  Jennie  S.  Jones.  . . 
J.  Grant  Chamberlin... 

Mary  L.  Cutler 

Elizabeth  H.  Dinmore. 

Fannie  A.  Smith 

Helen  J.  Hilliard 


ADDRESS 

YEARS 

OF 

SERVICE 

ANNUITY 

Y aphank 

34 

^240 

Amsterdam 

31 

198 

Newburgh 

30 

312  SO 

Newburgh 

37 

32s 

Mahopac 

45 

238  75 

Oswego 

29 

240 

Marlboro 

29 

220 

Hudson  Falls 

32 

600 

Fulton 

30 

262  50 

Romulus 

32i 

250 

E.  Liverpool,  0.  . . 

222 

178  20 

Genoa 

33 

300 

Boyntonville 

27 

216 

Cassville 

34 

450 

Utica 

36 

600 

Utica 

40 

337  50 

Utica 

38^ 

450 

Utica 

41 

32s 

Utica 

46 

350 

Utica 

39 

400 

Rome 

37 

300 

Vernon 

31 

234 

Tonawanda 

38 

400 

Cleveland 

19 

150  48 

Ilion 

33 

180 

Smithtown  Branch 

29 

450 

Wilmington 

31 

160 

Sodus. 

30 

247 

Hagaman 

262 

204 

Andes 

262 

240 

Eaton 

33 

240 

Mount  Vision 

33 

168 

West  Copake 

30 

222 

Martinsburg 

162 

100  98 

Seneca  Falls 

30 

250 

Olean 

30 

500 

Rochester 

27 

273 

Savona 

222 

144 

Scottsburg 

262 

160 

Utica 

2l\ 

325 

Adams 

31 

257  50 

Ithaca 

51 

312  SO 

Marlboro 

40 

250 

Clarence 

33 

180 

Verona 

34 

160 

Cherry  Valley 

42 

225 

Pine  Plains 

35 

225 

Holland 

31 

500 

Walton 

33 

375 

Elmira 

36 

250 

Corning,  R.  D . . . . 

24-2 

220  50 

Newburgh 

37 

300 

Mount  Vision 

37-2 

168 

Camden 

25 

144 

Petersburg 

216 

Naples 

38 

275 

Clarkson 

30 

243 

Fowlerville 

29 

225 

Rome 

32 

300 

Utica 

35 

237  50 

Amsterdam 

31 

262  50 

Carthage 

27I 

160 

Trumansburg 

33 

168 

Lyons 

25 

250 

Green  Island 

37 

240  25 

Cohocton 

28 

200 

Remsen 

25 

180 

Salem,  R.  D.  i . . . . 

232 

150  40 

Tonawanda 

275 

300 

Oswego 

44 

247  50 

New  Hackensack. . 

41 

228 

Martinsburg 

26 

160 

CAUSE  OF 
RETIREMENT 


Service 

Service 

Service  and  disability 
Service  and  disability 
Service 

Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Disability 

Service  and  disability 
Service  and  disability 
Service 
Service 

Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Service 
Disability 

Service  and  disability 
Service 

Service  and  disability 
Service 

Service  and  disability 
Service  and  disability 
Service  and  disability 
Service 

Service  and  disabilit  y 
Disabil  ty 

Service  and  disability 
Service  and  disability 
Service  and  disability 
Disability 
Service 

Service  and  disability 
Service  and  disability 
Service 

Service  and  disability 
Service 

Service  and  disability 
Service 

Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Disability 

Service  and  disability 
Service 

Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Service 
Service 

Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Disability 

Service  and  disability 
Service  and  disability 
Service 

Service  and  disability 


51 


NAME 


Dora  Patten 

Mrs  Mary  E,  Boice 

Eunice  M.  Shaw.  . 

Ephraim  Failing 

Camilla  S.  Thompson. . . . 

Mrs  Jennie  E.  Joslin 

Hattie  A.  Pierce 

Jacob  C.  Sherman 

L.  Belle  Beaman 

Belle  C.  Strickland 

Mrs  Catherine  W.  Forfar 

Jennie  M.  Lamont 

Cleora  L.  Coats 

Ellen  McCaffrey 

Elizabeth  Noades.  ...... 

Martha  A.  White 

D.  Fay  Wight 


ADDRESS 

YEARS 

OF 

SERVICE 

ANNUITY 

Fort  Edward 

37 

$250 

Fish’s  Eddy 

275 

234 

Niagara  Falls 

41 

498  75 

Fort  Plain 

30 

242  50 

Chester 

43 

275 

Hartwick 

32 

200 

Versailles 

40 

190 

Wolcott 

27 

198 

Gouverneur 

25 

225 

Plattsburg 

43 

312  50 

New  Rochelle 

16 

153  50 

Weedsport 

31 

250 

Atlanta 

20 

160 

Rensselaer 

35 

270 

Honeoye  Falls.  . . . 

28 

228 

Walton 

245 

269  50 

Darien  Center.  . . . 

25! 

320 

CAUSE  OF 
RETIREMENT 


Service  and  disability 
Service  and  disability 
Service 
Service 

Service  and  disability 
Service  and  disabil  ty 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Service  and  disability 
Disability 

Service  and  disability 

Disability 

Disability 

Service  and  disability 
Disability 

Service  and  disability 


152  annuitants  approved  by  State  Retirement  Board 

Average  annuity  $275  42 

Average  age  61  years 

Average  service  33  years 

16  annuitants  transferred  by  Niagara  Falls,  Schenectady  and  Watervliet 

Average  annuity $330  77 

Average  age  58  years 

Average  service 33  years 


Retirement  fund 


July  31,  1913 

Funds  invested  $28  653  75 

Cash  on  hand  (First  National  Bank,  Albany) 33  747  12 


$62  400  87 


The  receipts  consist  of  $19,705.76  transferred  by  Niagara  Falls,  Schenectady 
and  Watervliet,  $26,145.06  contributed  by  teachers  for  the  year  ending  July 
31,  1912,  advance  payments  made  by  applicants  for  retirement  and  interest 
on  investments. 

The  following  investments  were  made  prior  to. August  i,  1913: 


Oct.  1912  Mortgage  on  real  estate,  5%,  transferred  by  Niagara 

Falls,  at  par  value $i  500 

Mortgage  on  real  estate,  5i%,  transferred  by  Niagara 

Falls,  at  par  value 2 600 

May  1913  Chicago,  Milwaukee  & St  Paul  Railway  bonds,  4i%, 

purchased  at  99^ 10  000 

“ Central  Pacific  Railway  bonds,  4%,  purchased  at  915.  2 000 

“ New  York  City  Rapid  Transit  Railway  bonds,  3i%, 

purchased  at  825 5 000 

“ New  York  City,  East  River  Bridge  bonds,  3i%,  pur- 
chased at  81  i 5 000 

“ Chicago,  Burlington  & Quincy  Railway  bonds,  4%, 

purchased  at  91! 5 000 


(Face  value)  $31  100 


Actual  cost  of  securities $28  653  75 

Interest  on  same 273  31 


The  disbursements  consist  of  $4451.04  paid  annuitants  (transferred), 
$1796.76  refunded  applicants  for  retirement,  $24,55375  ^or  investments  and 
$273.31  interest  on  same. 


52 


NORMAL  SCHOOL  TEACHERS 

The  State  is  not  paying  the  teachers  employed  in  our  normal 
schools  the  salaries  which  their  qualifications  and  the  services  which 
they  are  rendering  entitle  them  to  receive.  New  York  is  con- 
stantly losing  from  its  normal  school  service  many  of  its  best 
teachers,  who  are  offered  larger  salaries  in  the  normal  schools  of 
other  states  and  even  in  the  high  schools  of  some  of  the  cities  of 
our  own  State.  One  of  our  normal  schools  recently  lost  its  pro- 
fessor of  mathematics,  who  is  a graduate  of  one  of  the  leading 
universities  of  the  country  and  who  is  a teacher  of  broad  experi- 
ence, because  the  State  was  paying  him  a salary  of  only  $1800  a 
year.  He  was  offered  a similar  position  in  a normal  school  in 
another  state  at  $2500  a year,  with  assurances  of  annual  increases  in 
salary  until  it  should  become  $3300  a year.  The  constant  change  of 
teachers  in  the  normal  schools  and  the  loss  of  experienced  teachers 
decreases  the  efficiency  of  these  institutions. 

This  State  should  be  able  to  select  for  membership  on  its  normal 
school  faculties  the  best  qualified  teachers  to  be  found  in  the 
country.  The  caliber  of  the  product  turned  out  of  the  normal 
schools  of  the  State  depends  in  a very  large  degree  upon  the  teach- 
ing force  in  these  institutions.  The  character  of  the  instruction  and 
training  provided  for  the  teachers  who  are  educated  in  these  in- 
stitutions affects  the  teaching  service  of  the  State  and  therefore  the 
character  and  efficiency  of  the  instruction  given  in  the  elementary 
schools  of  the  State. 

Committees  who  are  interested  in  this  subject  have  come  to  the 
Legislature  for  several  years  in  an  effort  to  induce  that  body  to  fix 
a minimum  schedule  of  salaries  for  normal  school  teachers  and  to 
make  an  appropriation  sufficient  to  meet  the  advance  provided  in 
this  minimum  schedule.  Bills  to  effect  this  result  have  passed  two 
Legislatures  but  have  been  vetoed  by  the  Governor.  It  is  urgently 
recommended  that  the  Legislature  make  an  appropriation  of  $56,000 
to  be  apportioned  by  the  Commissioner  of  Education  for  the  in- 
creases of  salaries  of  the  teachers  employed  in  the  State  Normal 
College  and  the  ten  State  normal  schools.  It  is  also  recommended 
that  the  Board  of  Regents  determine  the  salary  schedule.  It  is 
further  suggested  that  such  schedule  be  fixed  upon  the  following 
bases : 

I No  teacher  who  has  not  been  graduated  from  an  approved 
college  and  who  has  not  had  sufficient  successful  experience  to 
demonstrate  ability  to  render  good  service  in  the  position  to  which 


Students  who  are  taking  the  professional  agricultural  course  in  the  Cortland  State  Normal  School 


53 


such  teacher  is  appointed  shall  be  employed  in  the  normal  depart- 
ment of  a State  normal  school. 

2 The  minimum  annual  salary  of  all  teachers  hereafter  employed 
in  any  department  of  a State  normal  school  shall  be  as  follows : 

a For  the  first  five  years  of  such  service,  one  thousand  dollars 

h After  having  rendered  five  years  of  such  service,  one  thou- 
sand five  hundred  dollars 

c After  having  rendered  ten  years  of  such  service,  two  thousand 
dollars 

d After  having  rendered  twenty  years  of  such  service,  three 
thousand  dollars 

3 The  salaries  of  all  teachers  who  are  now  employed  in  any 
department  of  these  schools  and  who  are  not  now  receiving  the 
"minimum  salary  above  stated  shall  be  fixed,  as  rapidly  as  appro- 
priations may  be  obtained,  at  such  amounts  as  the  Commissioner  of 
Education  shall  recommend,  subject  to  the  approval  of  the  Board 
of  Regents.  In  determining  the  salaries  which  these  teachers  shall 
receive,  the  education,  the  experience,  the  service,  and  efficiency  of 
such  teachers  shall  be  taken  into  consideration. 

The  Legislature  of  1913  enacted  a law  providing  for  the  appoint- 
ment of  substitute  teachers  in  the  State  normal  schools.  Several 
teachers,  who  had  rendered  many  years  of  efficient  service  in  these 
institutions,  because  of  physical  or  mental  incapacity,  were  retired 
previous  to  the  enactment  in  1910  of  the  law  providing  for  the 
retirement  of  teachers  in  these  institutions,  on  annuities.  Several 
bills  have  been  framed  to  provide  annuities  for  these  teachers  but, 
as  the  constitutionality  of  such  measures  has  seemed  improbable, 
they  have  not  been  pressed  before  the  Legislature.  The  act  of 
1913,  providing  for  substitute  teachers  in  State  normal  schools, 
was  enacted  for  the  purpose  of  according  these  teachers  privileges 
similar  to  those  which  are  accorded  teachers  at  the  present  time, 
who  have  rendered  similar  service  and  who  are  likewise  incapaci- 
tated. The  purpose  of  this  bill  is  to  reinstate  these  teachers  as  sub- 
stitute teachers  in  the  subjects  in  which  they  were  rendering  serv- 
ice at  the  time  of  their  retirement.  If  there  is  substitute  work  for 
these  teachers,  the  law  provides  that  they  shall  receive  compensa- 
tion at  the  rate  of  two-thirds  of  what  they  were  paid  when  regu- 
larly employed  in  these  schools.  It  further  provides  that,  if  there 
is  no  service  for  these  teachers  to  perform  as  substitute  teachers, 
they  shall  be  placed  upon  the  retired  list  and  receive  annuities  of 
one-half  the  salaries  paid  them  at  the  time  of  their  retirement. 


54 


There  are  twelve  of  these  teachers.  Their  names,  age,  the 
schools  in  which  they  were  employed,  the  period  of  service  ren- 
dered in  such  schools  and  the  annuities  to  which  they  are  entitled 


under  this  measure  are  as 

follows : 

YEARS  OF 

NAME 

age 

SCHOOL 

SERVICE 

ANNUITY 

James  M.  Cassety 

....  80 

Buffalo  

23 

$1000 

Francis  B.  Palmer 

79 

Fredonia  .... 

28 

1000 

Mary  F.  Hendrick 

Cortland 

35 

500 

Phoebe  Minard  Hall 

71 

Geneseo  

27 

500 

Mary  J.  Harmon 

75 

Buffalo  

17 

500 

Mary  Wright 

....  79 

Buffalo  

29 

450 

Kate  Stoneman  

72 

Albany  

40 

450 

Emeline  S.  Curtis 

. . . . 74 

Geneseo  

29 

450 

Myra  Burdick  

....  76 

Geneseo  

27 

425 

Elizabeth  McBride  

Geneseo  

33 

375 

Elizabeth  S.  Richmond 

....  68 

Brockport  . . . 

34 

300 

Mary  A.  Cady 

76 

Brockport  . . . 

25 

300 

It  will  cost  the  State,  therefore,  $6250  a year  to  meet  this 
obligation  and  it  is  recommended  that  an  appropriation  be  made  for 
such  purpose.  It  will  also  be  observed  that,  while  this  amount  is 
now  small,  it  will  never  be  larger  and  there  will  be  a gradual' de- 
crease because  of  the  age  of  many  of  these  retired  teachers.  In 
addition  to  the  service  rendered  in  State  normal  schools  nearly  all 
of  these  teachers  taught  many  years  in  the  public  schools  of  the 
State. 


ISAAC  B.  BOUCHER 

During  the  year  Dr  Isaac  B.  Poucher,  principal  of  the  Oswego 
State  Normal  School,  tendered  his  resignation  with  the  request 
that  it  should  be  accepted  upon  the  occupancy  of  the  new  normal 
school  building.  Doctor  Poucher  is  a native  of  the  town  of  Manor, 
Columbia  county,  having  been  born  in  1827.  He  was  educated  in 
the  schools  of  that  town,  in  Mexico  Academy,  and  in  Red  Creek 
Union  Academy.  He  then  entered  the  State  Normal  College  at 
Albany  and  was  graduated  from  that  institution  in  1847.  He 
began  his  distinguished  teaching  career  in  the  same  year.  He  re- 
ceived a salary  of  seventy-five  cents  a day  and  boarded  around.” 
From  that  time  until  he  resigned  his  duties  as  principal  of  the 
Oswego  State  Normal  School,  a period  of  sixty-six  years,  he  has 
been  a member  of  the  teaching  force  of  the  State.  Since  1848  his 
professional  work  has  been  associated  with  educational  institutions 
located  in  the  city  of  Oswego.  He  served  as  teacher  of  several 


illS! 


Dr  Isaac  B.  Poucher 


55 


one-room  schools  in  that  city,  as  principal  of  several  of  the  grammar 
schools,  and  as  principal  of  the  Oswego  Academy,  now  the  Oswego 
High  School.  In  1865  he  was  elected  to  the  professorship  of 
mathematics  in  the  Oswego  State  Normal  School  and  continued  in 
that  position  until  1897  when  he  was  chosen  principal  of  that  in- 
stitution. While  a young  teacher  in  the  public  schools  of  Oswego, 
he  resigned  three  different  times  to  enter  upon  the  study  of  medicine 
in  a medical  college  in  New  York  City.  After  a brief  interval  of 
study  he  was,  in  each  instance,  induced  to  return  to  Oswego  and 
resume  his  work  as  a teacher.  In  1885  he  was  appointed,  by 
President  Cleveland,  collector  of  United  States  customs  at  Oswego 
and  held  that  office  for  four  years. 

He  has  spoken  on  educational  subjects  in  nearly  every  county  of 
the  State  and  is  held  in  abiding  affection  by  thousands  of  the 
teachers  of  the  State.  His  achievements  in  educational  work  were 
recognized  by  Hamilton  College  which  conferred  the  degree  of 
M.  A.  upon  him,  and  by  Syracuse  University  which  conferred  the 
degree  of  Pd.  D.  upon  him.  He  was  one  of  the  leading  spirits  in 
the  movement  for  the  erection  of  the  new  building  which  adorns 
Ontario  Heights  and  overlooks  the  waters  of  the  beautiful  lake  on 
its  north.  He  has  rendered  conspicuous  service  to  the  State  in  the 
number  of  years  devoted  to  educational  work,  in  the  earnest,  pro- 
gressive service  rendered,  and  in  the  large  number  of  persons  whom 
he  has  trained  for  the  profession  of  teaching. 

SCHOOL  BUILDINGS 

Great  improvement  has  been  made  in  school  buildings  during  the 
past  year.  Many  fine  modern  buildings  have  been  constructed  in 
the  cities,  in  the  villages  and  even  in  the  rural  school  districts. 
No  effort  has  been  made  to  collect  photographs  of  such  buildings 
but  it  has  seemed  desirable  to  include  in  this  report  photographs  of 
a few  of  the  best  buildings  which  have  been  constructed  during 
the  past  year  for  the  encouragement  of  those  cities  and  districts  in 
the  State  which  should  erect  new  buildings  in  the  future.  It  has 
also  seemed  advisable  to  show  some  of  the  old  buildings  which  have 
been  replaced  by  new  ones  so  that  the  improvement  in  school 
facilities  in  the  communities  where  these  improvements  have  been 
made  may  be  fully  appreciated. 

One  of  the  best  modern  rural  school  buildings  is  in  the  rich  agri- 
cultural district  of  no.  3 of  Camillus,  of  the  fifth  supervisory  dis- 
trict of  Onondaga  county.  This  building  may  well  serve  as  a model 


66 


for  thousands  of  other  districts  in  the  prosperous  agricultural 
sections  of  the  State.  The  assessed  valuation  of  the  district  is 
about  $500,000  and  the  cost  of  the  building  $5000.  It  would  prove 
to  be  a wise  investment  for  many  districts  of  much  smaller  valu- 
ation than  the  Camillus  district  to  erect  a building  of  equal  adapta- 
bility. Mrs  Florence  E.  S.  Knapp,  district  superintendent,  is  en- 
titled to  much  credit  for  developing  the  sentiment  in  the  district 
which  led  to  the  construction  of  this  building.  The  accompanying 
illustrations  show  the  old  building  and  the  new  one  which  took  its 
place,  together  with  several  views  of  the  interior. 

Another  fine  modern  rural  school  building  will  be  found  in 
district  no.  8,  town  of  Newcastle,  Westchester  county,  George  H. 
Covey,  district  superintendent.  It  will  readily  be  observed  how 
much  the  shrubbery  improves  the  attractiveness  of  the  building  and 
grounds.  It  is  to  be  regretted  that  so  fine  a building  is  not  placed 
upon  a larger  site  and  farther  from  the  highway.  The  view  shows 
land  which  might  easily  be  acquired  for  an  enlargement  of  the 
site.  The  persuasive  powers  of  Superintendent  Covey,  which  are 
known  to  be  almost  resistless,  will  undoubtedly  in  due  time  add 
two  or  three  acres  to  the  site  of  this  beautiful  school  building. 

There  are  still  a large  number  of  school  buildings  in  the  State 
so  unfit  for  use  that  superintendents  should  exercise  their  power 
to  condemn  them.  An  illustration  of  this  type  of  building  appears 
on  the  opposite  page. 

District  Superintendent  Amelia  Blasdell  of  Washington  county 
rendered  an  important  service  when  she  consolidated  the  district 
in  which  this  schoolhouse  is  located  with  an  adjoining  district  and 
procured  a new  site  of  three  acres  on  high,  well-drained  ground, 
on  which  the  consolidated  district  will  erect  a new  modern  building. 
A campaign  must  be  waged  by  every  district  superintendent  in  the 
State  against  school  buildings  and  sites  of  this  type.  Within  the 
next  two  years  each  schoolhouse  of  this  character  must  give  way 
to  one  of  modern  construction,  adaptability,  and  conveniences.  The 
drainage  from  the  outbuildings  into  the  swamp,  which  almost  covers 
the  schoolgrounds  of  this  district  at  times  of  high  water,  is  so 
unsanitary  that  it  should  have  been  condemned  by  the  board  of 
health.  The  mere  thought  of  children  playing  on  such  grounds  is 
repugnant  to  all  modern  ideas  of  children’s  rights.  The  Education 
Law  should  be  amended  conferring  on  district  superintendents  the 
power  to  condemn  a school  site  as  well  as  a school  building.  The 
University  officers  will  collect  photographs  of  buildings  like  the 


The  new  building  in  district  8,  Newcastle,  Westchester  county 


A type  of  building  and  grounds  which  must  disappear  in  the  near  future 


A new  modern  school  building  at  Southampton,  for  the  elementary  grades  and  the  academic  department, 
having  a capacity  for  eight  hundred  children  and  erected  at  an  expense  of  $130,000 


A new  elementary  school  building  in  the  city  of  Rome 


The  old  building  at  Fairmont,  Onondaga  county, 
School  district  3,  Camillus 


The  new  building  at  Fairmont,  Onondaga  county. 
School  district  3,  Camillus 


A room  in  the  new  building  at  Fairmont 


The  library  in  the  new  building  at  Fairmont 


' : ? 


! 


A room  in  the  basement  of  the  new  building  at  Fairmont 


A second  room  in  the  basement  of  the  new  building  at  Fairmont 


Floor  plan  of  a one-room  rural  school  with  modern  inside  toilets,  erected 
in  district  7,  Newcastle,  Westchester  county 


A one-room  rural  school  before  and  after  repairs 
were  made 


A rural  school  outbuilding  which  will  disappear  before 
September  i,  1914 


An  unsanitary  and  unsightly  outbuilding  which  gave  way  to  modern, 
sanitary  buildings  during  the  past  year 


Modern  outbuildings  adapted  to  the  needs  of  rural  schools 


A type  of  modern  sanitary  outbuildings  in  a small  village 


above  and  use  them  in  future  reports  to  point  out  the  necessity  for 
improvements  to  school  buildings  so  long  as  one  is  known  to 

■ exist  in  the  Empire  State. 

District  superintendents  have  very  generally  been  urging  school 
' authorities  to  repair  their  school  buildings  and  in  many  instances 
with  special  reference  to  the  reconstruction  of  windows  which  will 
; afford  proper  lighting,  and  also  to  the  construction  of  porches  on 
. school  buildings.  The  illustrations  which  follow,  and  which  were 
furnished  by  Superintendent  Carter  of  the  sixth  supervisory  district 
i of  Steuben  county,  will  show  how  a small  expenditure  will  improve 
the  appearance  and  the  service  of  an  old,  unattractive  building. 

Outbuildings  of  the  type  shown  in  the  accompanying  illustration 
must  go.  The  law  confers  ample  authority  upon  school  officers  to 
provide  adequate,  sanitary,  modern  outbuildings.  A district  super- 
intendent who  tolerates  such  disgraceful,  unsanitary  outbuildings  in 
a district  in  any  part  of  the  State  is  censurable.  Where  a district 
meeting  has  failed  to  make  an  appropriation  sufficient  to  erect 
new  outbuildings,  or  to  repair  those  already  erected  so  that  they 

■ shall  be  wholesome  and  sanitary,  and  a trustee  delays  or  declines 
to  make  necessary  repairs,  a district  superintendent  should  make 
an  order  directing  the  erection  of  new  buildings  or  authorizing 
repairs  to  the  present  buildings.  If  such  order  is  not  com- 
plied with,  the  Department  should  be  notified  and  the  full  penalty 
of  the  law  provided  in  such  cases,  of  removal  of  a trustee  from 
office  and  the  withholding  of  the  district’s  share  of  the  public 
moneys,  will  be  imposed,  if  necessary,  to  require  compliance  with 
the  terms  of  such  order.  There  should  be  no  delay  in  the  procedure 
in  these  cases.  Outbuildings  of  this  type  must  be  replaced  by  proper, 
modern  buildings  and  the  time  to  proceed  in  this  matter  is  this 
year.  Do  not  defer  action  until  next  year.  These  intolerable  con- 
ditions, wherever  they  exist,  should  have  the  immediate  and  effective 
consideration  of  district  superintendents. 

District  superintendents  have  very  generally  organized  local 
associations  composed  of  the  superintendents  of  several  counties 
whose  geographical  position  and  accessibility  would  naturally  bring 
such  counties  together  in  matters  of  common  interest.  These  asso- 
ciations have  been  of  great  service  to  superintendents  and  particu- 
larly in  the  improvement  of  school  buildings.  Th^  standardization 
of  school  buildings  has  been  one  of  the  leading  questions  before 
these  various  associations.  In  most  sections  the  superintendents  in 
these  associations  have  agreed  upon  a standard  on  which  they  will 


58 


not  only  rate  the  school  building  and  the  equipment  but  also  the 
work  of  the  school.  By  this  means  superintendents  are  constantly 
holding  better  school  facilities,  better  equipment  of  schools,  and 
better  work  in  the  schools  not  only  before  the  teachers  but  before 
the  people  generally.  This  plan  operates  as  a force  which  is  con- 
stantly uplifting  in  its  influence  upon  all  rural  school  questions. 
The  Department  has  requested  a committee  of  superintendents  to 
consider  this  question  with  it  in  the  hope  of  devising  the  simplest 
and  the  best  standard  possible  of  rating  these  schools.  Cornell 
University  and  the  Teachers  College  of  Columbia  University  are 
experimenting  in  the  same  field  and  have  expressed  a willingness 
to  cooperate  with  the  Department  on  such  matters.  We  should 
like  to  devise  some  equitable  basis  on  which  an  award  might  be 
made  to  the  supervisory  district  which  could  show  the  greatest 
improvement  during  the  year  under  the  operation  of  a system  of 
rating  applicable  to  the  entire  State.  The  result  of  the  conference 
between  the  committee  of  superintendents,  the  representatives  of 
the  two  colleges  named,  and  the  Department  will  be  announced  at 
the  beginning  of  the  ensuing  school  year. 

It  is  proposed  to  issue  in  the  near  future  a pamphlet  on  the 
sanitary  conditions  of  school  buildings  and  the  care  of  school 
property.  This  document  will  go  out  in  the  form  of  regulations 
having  the  approval  of  the  Commissioner  of  Education  and  the 
Board  of  Regents.  They  will  then  have  the  full  force  and  effect 
of  statute  enactments. 

THE  ORGANIZATION  OF  CITY  SCHOOL  SYSTEMS 

The  school  systems  of  the  cities  of  this  State  have  never  been 
organized  upon  a general  plan  having  special  reference  to  policies 
which  the  students  of  school  administration  are  generally  agreed 
will  produce  the  best  educational  results.  In  fact,  the  school  systems 
in  the  cities  of  this  State  have  not  been  organized  upon  a general 
plan  of  any  character.  The  schools  in  the  cities  have  very  gen- 
erally been  organized  in  accordance  with  the  ideas  of  the  municipal 
officers  of  each  city.  The  cases  are  rare  in  which  the  men  charged 
with  the  responsibility  of  the  management  of  the  school  system  of 
a city  have  been  consulted  as  to  the  basis  of  the  legal  structure  of 
such  system.  This  procedure  in  such  matters  has  resulted  in  a 
general  policy  of  associating  the  laws  governing  a city  school  system 
with  the  statutes  regulating  the  municipal  functions  instead  of 
associating  such  laws  with  the  general  statutes  on  public  education. 


59 


In  thirty-five  cities  of  the  State  the  laws  regulating  the  local  manage- 
ment of  the  schools  are  incorporated  in  the  charters  of  such  cities. 
In  twelve  other  cities  the  laws  governing  the  local  direction  of  the 
schools  have  been  enacted  as  special  statutes.  The  antiquated  pro- 
visions enacted  into  the  consolidated  school  act,  now  the  Education 
Law,  over  a quarter  of  a century  ago,  together  with  certain  special 
laws,  regulate  the  local  control  of  the  schools  in  the  five  other  cities 
of  the  State. 

The  provisions  of  these  various  laws  in  many  respects  conform 
to  the  generally  accepted  theories  of  school  management  but  when 
these  laws  are  considered  as  a whole,  it  will  be  observed  that  every 
sound  principle  of  school  administration  has  been  violated.  These 
laws  in  many  cities  give  to  the  municipal  authorities  greater  power 
in  the  management  of  the  schools  than  is  given  to  the  legally 
designated  school  officers.  In  such  cases  the  schools  are  regarded 
by  the  municipal  authorities  as  mere  municipal  bureaus  and  looked 
upon  as  furnishing  the  same  legitimate  patronage  to  sustain  the  po- 
litical end  of  the  city  government  as  the  street  department,  the  fire 
department,  the  police  department,  and  other  purely  city  depart- 
ments. The  cities  whose  schools  are  managed  by  their  regularly 
chosen  school  officers  with  freedom  and  independence  have  the 
best  and  most  flourishing  schools.  The  cities  whose  schools  are 
submerged  into  the  municipal  government  and  whose  school  policies 
are  dominated  from  the  city  hall  have  the  poorest  schools.  The 
propositions  to  revise  city  charters  which  are  constantly  presented 
to  the  Legislature  create  a feeling  of  unrest  and  uncertainty  in 
educational  matters  which  is  detrimental  to  the  schools  in  those  cities 
in  which  the  laws  regulating  the  schools  are  a part  of  the  city 
charters.  The  schools  in  about  one-half  of  the  cities  of  the  State 
have  suffered  from  this  action  within  the  last  three  years.  The 
special  laws  which  control  the  schools  in  other  cities  are  in  many 
instances  inadequate  to  the  proper  management  of  a modern  city 
school  system.  It  should  be  unnecessary  for  a city  of  the  second 
class  to  come  to  the  Legislature  to  obtain  authority  to  erect  a 
technical  high  school,  or  for  a city  of  the  third  class  to  be  com- 
pelled to  obtain  permission  from  the  Legislature  to  permit  its 
citizens  to  vote  upon  a proposition  to  appropriate  $40,000  for  the 
erection  of  an  elementary  school  system,  as  has  recently  been  the 
case.  These  are  questions  which  each  city  should  have  the  power  to 
determine.  The  laws  governing  their  schools  should  confer  that 
power. 


60 


The  fact  that  there  is  no  general  law  regulating  the  schools 
of  a city  and  that  the  laws  which  do  regulate  them  are  so  closely 
associated  with  municipal  matters  instead  of  educational  affairs  are 
responsible  for  many  vicious  and  dangerous  school  propositions 
being  presented  to  the  Legislature  from  time  to  time.  Within  the 
past  few  years  a proposition  was  before  the  Legislature  to  make 
the  mayor  of  a city  an  ex  officio  member  of  the  board  of  educa- 
tion. This  plan  emanated  from  the  mayor  himself  and  the  avowed 
object  as  stated  by  him  was  to  bring  the  schools  of  the  city  in 
closer  relation  with  the  municipal  authorities.  The  power  of  the 
mayor  over  the  schools  would  be  more  complete  if  that  officer  were 
given  the  right  to  a seat  on  the  board  of  education  where  his 
influence  could  be  personally  directed  to  use  the  schools  for  his 
personal  and  political  ends.  More  recently  the  mayor  of  a city 
caused  to  be  introduced  into  the  Legislature  a bill  which  proposed 
the  abolition  of  the  board  of  education  and  making  the  mayor 
himself  the  board  of  education  and  giving  him  the  power  not  only 
to  employ  every  teacher  of  the  city,  to  fix  the  salaries  of  such 
teachers,  and  to  dismiss  them  from  the  service,  but  also  to  examine 
and  license  all  teachers  employed  in  such  city.  Another  measure 
recently  before  the  Legislature  proposed  to  place  the  schools  under 
the  management  and  control  of  the  common  council.  More  offensive 
measures  for  the  government  of  the  schools  can  not  be  conceived. 

The  lack  of  general  statutes  to  regulate  the  school  systems  of 
cities,  the  inadequacy  of  many  of  the  laws  which  do  regulate  such 
systems,  the  unsound  provisions  which  are  in  many  of  these  laws, 
the  action  of  municipal  officers  in  constantly  meddling  with  the 
schools,  and  the  great  injury  which  is  inflicted  upon  the  schools 
with  resulting  loss  to  the  people  who  support  and  maintain  them, 
make  it  an  opportune  time  to  press  the  movement  inaugurated  in 
my  report  of  1912  for  the  enactment  of  general  statutes  to  regulate 
city  school  systems.  The  people  of  several  of  the  cities  are  inter- 
ested in  this  subject.  School  officers  very  generally  favor  the  plan 
and  in  several  cities  the  municipal  officers  will  give  hearty  support 
to  this  movement.  A tentative  bill  will  be  submitted  in  this  report 
for  the  government  of  the  schools  in  the  cities  of  the  second  and 
third  classes.  The  people  of  these  cities  will  have  the  opportunity 
to  consider  such  measure  for  several  months  before  the  Legislature 
convenes.  Changes,  for  valid  reasons,  may  be  incorporated  in  the 
measure  before  it  is  introduced.  This  bill,  as  it  is  proposed,  in- 
cludes all  the  cities  of  the  State  except  those  of  the  first  class, 
New  York,  Buffalo,  and  Rochester. 


61 


The  Education  Department  has  agreed  with  the  sponsors  for  the 
commission  charter  and  the  school  authorities  of  Buffalo,  the  Pub- 
li(c  School  League  of  that  city,  the  mayor,  several  of  the  city's 
representatives  in  the  Legislature  and  many  of  her  leading  citizens, 
upon  the  general  outline  of  a bill  to  control  the  schools  of  that  city 
which  will  be  introduced  in  the  Legislature  of  1915.  The  law 
regulating  the  schools  of  the  city  of  Rochester  is  operating  at  the 
present  time  to  the  general  satisfaction  of  that  city.  A movement 
is  under  consideration  to  revise  the  laws  regulating  the  schools  of 
New  York  City.  For  these  reasons  it  has  not  been  deemed  advis- 
able to  prepare  a law  which  would  govern  the  schools  of  these  three 
cities.  A general  law  may  very  well  be  enacted  which  will  meet 
existing  conditions  in  all  the  cities  of  the  second  and  third  classes. 
Conditions  are  not  so  different  in  these  various  cities  that  separate 
laws  to  regulate  their  schools  are  necessary. 

The  law  which  governs  the  schools  of  these  cities  should  be  incor- 
porated in  the  Education  Law  and  the  special  acts  and  charter  pro- 
visions relating  to  such  schools  should  be  repealed.  There  are  now 
many  provisions  of  the  Education  Law  which  apply  to  all  these 
cities.  The  law  regulating  the  compulsory  attendance  of  children, 
the  industrial  and  vocational  schools,  the  apportionment  of  school 
funds,  the  medical  inspection  of  school  children,  the  sanitary  pro- 
visions relating  to  school  buildings,  the  certification  of  teachers, 
the  supervisory  powers  of  the  Commissioner  of  Education,  and 
many  other  features  of  the  schools  of  cities  is  a part  of  the  general 
Education  Law.  It  would  be  a convenience  to  all  school  officers  in 
these  cities  if  all  the  laws  relating  to  the  administration  of  school 
interests  were  in  one  act.  To  transfer  such  law  from  the  city 
charters  to  the  general  law  would  emphasize  education  and  would 
be  a potent  influence  in  eliminating  political  consideration  from  the 
school  affairs  of  cities.  It  has  been  suggested  that  one  reason  why 
officers  of  the  Education  Department  favor  the  transfer  of  these 
laws  to  the  Education  Law  is  that  such  Department  would  thereby 
obtain  greater  power  over  the  city  schools.  There  is  no  force  to 
this  suggestion.  Such  action  would  neither  increase  nor  decrease 
the  power  of  the  Education  Department  over  the  schools  of  the 
cities.  The  power  which  the  Education  Department  possesses  over 
the  schools  of  the  State  is  conferred  under  the  Education  Law 
but  that  law  extends  such  powers  already  over  the  schools  operated 
not  only  under  the  general  law  but  to  schools  operated  under  any 
special  law.  Incorporating  this  law  in  the  Education  Law  would 
recognize  the  fundamental  principle  upon  which  our  State  system 


G2 


of  public  education  has  been  constructed  — that  education  is  a 
state  and  not  a municipal  function. 

The  main  features  of  this  proposed  law  are  as  follows : 

1 It  is  brief.  Its  provisions  are  clear,  broad  and  comprehensive. 
Only  the  very  essential  provisions  of  law  to  govern  the  schools  of 
a city  are  incorporated  into  this  plan.  The  board  of  education 
is  given  the  authority  to  supplement  this  law  by  the  adoption  ot 
regulations  necessary  to  meet  the  local  needs,  wishes  and  conditions 
of  any  city.  Each  board  is  given  ample  power  to  provide  such 
educational  facilities  as  the  public  sentiment  of  that  city  may 
demand.  The  very  broadest  powers  possible  are  conferred  upon 
the  authorities  of  each  city  in  the  management  and  control  of  its 
school  system. 

2 The  business  management  of  the  schools  is  under  the  direction 
of  the  board  of  education.  The  professional  or  pedagogical  manage- 
ment of  the  schools  is  under  the  direction  of  the  superintendent 
of  schools  and  his  assistants.  The  duties  of  the  board  of  educa- 
tion and  of  the  superintendent  of  schools  are  so  clearly  defined, 
and  the  cooperation  between  the  board  and  the  superintendent  so 
definitely  stated,  that  these  two  directing  forces  of  the  school  system 
may  work  in  entire  harmony. 

3 Provision  is  made  for  a board  of  education  consisting  of  seven 
members.  The  mayor  appoints  these  members  from  the  city  at 
large.  This  affords  the  opportunity  to  select  the  strongest  and 
most  cultured  men  in  the  city,  and  the  responsibility  for  selecting 
men  of  this  type  is  definitely  placed.  When  the  leading  citizens  of 
a community  are  requested  by  the  mayor  to  render  this  service  to 
their  city  they  will  generally  respond  to  this  call  to  duty  when  they 
would  decline  to  be  a candidate  for  the  position  at  a popular 
election.  The  full  term  is  seven  years  and  no  compensation  is 
allowed.  One  member  is  appointed  each  year.  This  gives  per- 
manency to  a board  and  permits  the  establishment  and  working 
out  of  definite  policies  and  at  the  same  time  it  affords  the  oppor- 
tunity to  remove  unworthy  members  and  to  introduce  new  blood 
as  it  may  be  needed. 

4 The  board  of  education  appoints  the  superintendent  of  schools 
and  fixes  his  salary.  It  may  remove  him  for  cause  after  a hearing. 
The  board  also  appoints  medical  inspectors,  nurses,  attendance 
officers  and  janitors  and  fixes  their  salaries.  The  board  also 
appoints,  on  the  nomination  of  the  superintendent,  such  other  edu- 
cational experts  and  employees  as  it  shall  determine  necessary  for 


63 


the  proper  management  of  the  schools,  and  fixes  their  salaries.  The 
board  also,  on  the  nomination  of  the  superintendent  of  schools, 
appoints  teachers,  but  the  minimum  salaries  which  shall  be  paid 
teachers  are  fixed  in  the  law. 

5 The  board  is  charged  generally  with  the  duty  of  providing  such 
schools  and  of  determining  such  courses  of  study  as  shall  meet  the 
needs  of  the  city,  to  establish  libraries,  to  adopt  textbooks,  to  make 
ordinary  repairs  to  buildings,  and  to  prescribe  necessary  rules  to 
govern  the  schools. 

6 The  superintendent  has  a fixed  term  of  six  years  and  to  be 
eligible  to  the  office  must  be  either  a superintendent  employed  in  a 
city  of  this  State  when  the  law  goes  into  effect,  or  must  be  a 
graduate  of  an  approved  college  and  have  had  at  least  five  years’ 
successful  experience  in  teaching  or  in  supervisory  school  work. 
The  superintendent  is  made  the  chief  executive  officer  of  the 
board  and  is  required  to  enforce  the  law  and  regulations  governing 
the  schools.  He  prepares  the  outline  of  such  courses  of  study 
as  the  board  authorizes.  The  superintendent  recommends  textbooks. 
He  is  also  charged  with  the  general  supervision  of  all  teachers 
and  employees  of  the  school  system  and  may  suspend  a teacher 
or  any  other  employee  until  the  next  regular  meeting  of  the  board. 
He  has  the  general  supervision  and  direction  of  all  work  of  the 
schools  and  is  responsible  therefor  to  the  board. 

7 The  principal  of  each  school  and  each  director,  supervisor  or 
other  educational  expert  is  recommended  by  the  superintendent 
and,  if  appointed  by  the  board,  has  permanent  tenure  but  may  be 
removed  after  a hearing  for  cause  only.  All  other  teachers  are 
appointed,  on  the  recommendation  of  the  superintendent,  for  a 
probationary  period  of  one  year.  If  their  work  is  then  reported 
by  the  superintendent  as  satisfactory  and  efficient,  they  may  receive 
a permanent  appointment  from  the  board.  Thereafter  they  may 
be  removed  for  cause  only.  All  teachers  must  possess  the  quali- 
fications prescribed  in  the  Education  Law. 

8 The  minimum  salary  of  teachers  employed  in  the  elementary 
schools  shall  be  $6oo.  An  elementary  teacher  is  entitled  to  an 
annual  increase  of  $50  until  her  salary  reaches  the  maximum  of 
$1200,  provided  her  work  is  reported  by  the  superintendent  as 
satisfactory  and  efficient  each  year.  A secondary  teacher  shall  re- 
ceive a minimum  salary  of  $1000  and  is  entitled  to  an  annual  in- 
crease of  $100  until  her  salary  reaches  $1800,  provided  her  work 
is  satisfactory  and  efficient  each  year.  The  board  of  estimate  and 


64 


apportionment  of  each  city  may  increase  the  salaries  of  their  teachers 
above  that  fixed  in  the  law,  in  cities  not  having  a board  of  estimate 
and  apportionment,  the  increase  may  be  made  by  the  common 
council. 

9 The  board  of  education  determines  on  the  necessity  of  new 
buildings,  remodeling  or  enlarging  of  old  buildings,  and  approves 
all  plans  therefor.  The  board  of  education  also  determines  on  the 
selection  of  new  sites  and  the  enlargement  of  present  sites. 

10  One  of  the  most  important  features  of  the  law  governing 
a city  school  system  is  the  one  regulating  the  finances.  It  is  pro- 
posed in  this  law  to  give  the  school  authorities  the  power  to  deter- 
mine what  funds  are  necessary  for  the  actual  operation  and  mainte- 
nance of  the  schools  which  have  been  established.  The  plan  there- 
fore provides  that  the  board  of  education  shall  prepare  a budget  in 
which  is  included  the  salaries  of  the  superintendent,  of  all  teachers, 
of  all  professional  experts,  of  all  medical  inspectors  and  nurses, 
of  attendance  officers,  of  janitors,  and  of  all  other  employees  of  the 
school  system.  It  should  be  borne  in  mind  in  this  connection  that 
the  minimum  salaries  of  the  teachers  are  fixed  by  the  law  itself 
and  any  increase  beyond  that  in  the  law  is  authorized  by  the  city 
authorities.  These  employees  are  all  necessary  and  there  should  be 
definite  authority  on  the  part  of  those  charged  with  the  management 
of  the  schools  to  provide  for  the  payment  of  their  salaries. 

For  similar  reasons  the  board  is  also  authorized  to  include  in  its 
budget  all  incidental  and  contingent  expenses,  such  as  ordinary 
repairs  to  buildings,  the  purchase  of  fuel  and  light,  supplies,  text- 
books, apparatus,  furniture,  and  any  other  article  or  service  neces- 
sary for  the  maintenance,  operation  and  support  of  the  schools. 
The  principle  of  cooperation  between  the  school  authorities  and 
the  municipal  authorities  in  financing  the  school  system  is  recog- 
nized but  the  final  authority  to  determine  the  funds  necessary  for 
the  actual  operation  and  maintenance  of  schools  already  estab- 
lished is  conferred  on  the  board  of  education.  In  preparing  this 
budget  the  mayor  is  entitled  to  sit  with  the  board  of  education  for 
general  discussion  and  to  obtain  a general  understanding  of  the 
necessity  for  the  funds  necessary  to  operate  the  schools.  He  can 
not  vote  on  the  proposition  to  determine  any  of  the  items  included 
in  the  budget.  When  the  budget  has  been  completed,  it  is  pre- 
sented to  the  mayor  for  approval.  Upon  his  approval  it  must  be 
included  in  the  general  tax  budget  of  the  city. 

If  the  mayor  does  not  approve  such  statement,  he  returns  it  to  the 
board  of  education  giving  his  reasons  therefor.  The  board  then 


65 


proceeds  to  reconsider  this  budget  and  if  five  of  the  seven  members 
of  the  board  vote  to  adopt  it,  it  becomes  the  adopted  school  budget 
irrespective  of  the  disapproval  of  the  mayor,  and  must  be  included 
in  the  tax  budget  for  the  city.  If  such  budget  is  not  approved  by 
five  members  of  the  board,  it  must  be  modified  to  meet  the  views 
of  the  mayor  or  a new  budget  must  be  prepared.  This  procedure 
is  continued  until  a budget  is  agreed  upon. 

The  financial  authorities  of  the  city  are  given  the  power  to 
determine  what  appropriation  shall  be  made  for  unusual  and  ex- 
traordinary expenses  such  as  for  new  buildings,  repairs  beyond  an 
expenditure  of  $250,  purchase  of  sites,  establishment  of  playgrounds, 
libraries  etc. 

II  All  funds  raised  by  the  eity  for  the  support  of  the  schools 
in  any  way  and  all  funds  paid  to  the  city  from  the  State  or  other 
sources  must  be  held  by  the  city  treasurer  as  a school  fund,  and 
paid  out  upon  the  order  of  the  school  authorities  only.  Such  funds 
can  not  be  used  for  any  municipal  proposition  and  a monthly  report 
of  such  funds  must  be  made  by  the  treasurer  to  the  school 
authorities. 

A measure  involving  the  features  outlined  above  is  herewith 
submitted  in  due  legislative  form: 

A proposed  law  to  govern  the  school  systems  of  cities  of  the 
second  and  third  classes 

AN  ACT  to  amend  the  Education  Law,  by  providing  for  a de- 
partment of  public  instruction  in  the  cities  of  the  second  and  third 
classes : 

The  People  of  the  State  of  New  York,  represented  in  Senate 
and  Assembly,  do  enact  as  follows: 

Section  i Chapter  21  of  the  Laws  of  1909,  entitled  ‘‘An  act  re- 
lating to  education,  constituting  chapter  16  of  the  Consolidated 
Laws,”  as  amended  by  chapter  140  of  the  Laws  of  1910,  is  hereby 
further  amended  by  inserting  therein  a new  article,  to  be  known  as 
article  33-a,  and  to  read  as  follows : 

ARTICLE  33-a 

Department  of  public  instruction  in  cities  of  the  second  and 

third  classes 

Section  865  Department  of  public  instruction 

866  Meetings  of  board  and  appointment  of  president  and 
clerk 


GG 


Section  867  Powers  and  duties  of  board  of  education 

868  Purchases  exceeding  two  hundred  fifty  dollars 

869  Superintendent  of  schools 

870  Powers  and  duties  of  superintendent  of  schools 

871  Appointment  of  teachers 

872  New  sites  and  new  buildings 

873  School  budget 

874  Preparation,  revision,  and  approval  of  budget 

875  School  funds 

876  Laws  repealed 

Section  865  Department  of  public  instruction,  i A depart- 
ment of  public  instruction  in  and  for  all  cities  of  the  second  and 
third  classes  is  hereby  established.  The  affairs  of  said  department 
shall  be  under  the  general  management  and  control  of  a board  of 
education,  composed  of  seven  members,  to  be  called  members  of 
the  board  of  education  and  to  be  appointed  as  hereinafter  provided. 

2 No  person  shall  be  eligible  to  the  office  of  member  of  the  board 
of  education  who  has  not  been  a resident  of  the  city  for  which  he 
is  appointed  for  a period  of  at  least  five  years  immediately  pre- 
ceding the  date  of  his  appointment. 

3 Within  ten  days  after  the  passage  of  this  act,  the  mayor  of  each 
of  such  cities  shall  appoint  seven  members  of  the  board  of  educa- 
tion as  follows ; One  to  serve  until  April  i,  1916,  one  to  serve  until 
April  I,  1917,  one  to  serve  until  April  i,  1918,  one  to  serve  until 
April  I,  1919,  one  to  serve  until  i\pril  i,  1920,  one  to  serve  until 
April  I,  1921,  and  one  to  serve  until  April  i,  1922.  Upon  the  ap- 
pointment of  such  members,  the  terms  of  office  of  the  present  com- 
missioners of  education,  or  the  members  of  a board  of  education  or 
other  officers  or  board  or  body  by  whatsoever  name  known  in  each 
of  such  cities,  and  having  the  control  and  management  of  the  schools 
therein  shall  cease  and  terminate. 

4 Thereafter,  on  or  before  the  31st  day  of  March  of  each  year, 
preceding  the  expiration  of  the  term  of  office  of  a member  of  a 
board  of  education  in  any  such  city,  the  mayor  shall  appoint  a suc- 
cessor to  hold  office  for  a term  of  seven  years  from  and  including 
the  I St  day  of  April  in  the  year  in  which  he  is  appointed. 

5 If  a vacancy  occurs  in  the  office  of  a member  of  a board  of 
education,  the  mayor  shall  fill  such  vacancy  by  the  appointment  of 
a member  for  the  remainder  of  such  term. 

6 Such  members  of  the  board  of  education  shall  serve  without 


pay. 


67 


§ 866  Meetings  of  board  and  appointment  of  president  and 
clerk.  I Upon  the  appointment  of  said  members  of  the  board  of 
education,  the  superintendent  of  schools  of  each  of  such  cities  shall 
call  a meeting  of  the  board  of  his  city  to  be  held  at  the  rooms 
usually  occupied  by  the  board  of  education  by  giving  at  least  three 
days’  written  notice  to  each  member  thereof,  and  stating  the  hour 
at  which  the  meeting  will  be  held.  At  such  meeting  the  board  of 
each  of  such  cities  shall  elect  one  of  its  members  president  who 
shall  exercise  all  the  powers  usually  incident  to  such  office.  Such 
board  shall  also  appoint  a suitable  person,  other  than  a member 
thereof,  secretary  of  such  board,  shall  determine  his  duties,  and 
shall  fix  his  compensation. 

2 The  annual  meeting  of  said  board  shall  be  held  on  the  first 
Tuesday  in  April  at  which  time  the  board  shall  select  its  president 
and  secretary  for  the  ensuing  year. 

3 Each  of  such  boards  shall  also  fix  a time  for  holding  regular 
board  meetings  and  shall  prescribe  a method  for  calling  special 
meetings  of  such  board. 

§ 86/  Powers  and  duties  of  board  of  education.  The  board  of 
education  of  each  of  such  cities  shall  possess  the  following  powers 
and  be  charged  with  the  following  duties: 

1 To  perform  any  duty  imposed  upon  boards  of  education  or 
trustees  of  common  schools  under  the  Education  Law^  or  other  gen- 
eral statutes  or  the  regulations  of  The  University  of  the  State  of 
New  York  or  the  commissioner  of  education,  relating  to  public 
education  so  far  as  they  may  be  applicable  to  the  schools  of  a city 
of  such  classes  and  not  inconsistent  with  the  provisions  of  this  act. 

2 To  appoint  a qualified  person  other  than  a member  thereof, 
superintendent  of  schools,  and  determine  the  salary  of  such  super- 
intendent. 

3 To  appoint  from  time  to  time,  as  required  by  law,  such  teachers, 
medical  inspectors,  nurses,  attendance  officers,  janitors,  and  such 
other  experts  in  educational  work,  and  such  other  employees,  as 
said  board  shall  determine  necessary  for  the  efficient  management 
of  the  schools,  and  to  fix  their  compensation. 

4 To  have  the  care,  custody  and  safekeeping  of  all  school  prop- 
erty, real  and  personal,  except  as  herein  provided,  and  to  prescribe 
rules  and  regulations  for  the  preservation  and  protection  of  such 
property. 

5 To  provide  such  school  apparatus,  maps,  globes,  furniture  and 
other  equipment  as  may  be  necessary  for  the  proper  and  efficient 


68 


management  of  such  schools,  and  also  to  provide  free  textbooks  and 
other  supplies  to  all  the  children  attending  the  schools  of  such  city. 

6 To  provide  such  free  elementary  schools,  high  schools,  night 
schools,  open-air  schools,  vocational  and  industrial  schools,  part- 
time  or  continuation  schools,  vacation  schools,  schools  for  the 
mentally  and  physically  defective  children,  and  schools  for  adults  as 
such  board  shall  determine  necessary. 

7 To  provide  school  libraries  which  may  be  open  to  the  public, 
and  to  establish  and  equip  playgrounds,  athletic  centers,  social 
centers,  lecture  courses,  and  reading  and  recreation  rooms  when- 
ever financial  provision  shall  be  made  therefor  by  the  municipal 
authorities. 

8 To  determine  the  general  courses  of  study  which  shall  be  given 
in  the  schools  and  to  approve  the  context  of  such  courses  before  they 
become  operative. 

9 To  determine  and  adopt  the  textbooks  to  be  used  in  the  schools, 
upon  the  recommendation  of  the  superintendent  of  schools. 

10  To  prescribe  such  regulations  as  may  be  necessary  for  the 
conduct  of  the  proceedings  of  said  board  and  for  the  general 
management,  control  and  discipline  of  the  schools. 

11  To  make  all  ordinary  repairs  of  buildings  and  grounds  where 
no  single  item  of  such  repairs  exceeds  five  hundred  dollars  ($500). 

§ 868  Purchases  exceeding  five  hundred  dollars.  All  supplies 
or  material  purchased  for  the  school  system,  the  purchase  price  of 
which  exceeds  five  hundred  dollars  ($500),  shall  be  made  by  the 
board  of  contract  and  supply,  or  such  other  purchasing  or  supply 
agency  or  body  authorized  by  the  charter  of  each  of  such  cities,  on 
the  recommendation  and  approval  of  the  board  of  education. 

§ 869  Superintendent  of  schools,  i No  person  who  is  not  em- 
ployed as  a superintendent  of  schools  in  a city  in  this  State  at  the 
time  this  law  goes  into  effect  shall  be  eligible  to  the  position  of 
superintendent  of  schools  who  is  not  a graduate  of  a college  ap- 
proved by  The  University  of  the  State  of  New  York,  and  who  has 
not  had  at  least  five  years’  successful  experience  in  teaching  or  in 
the  supervision  of  schools. 

2 The  superintendent  of  schools  shall  hold  office  for  a period  of 
six  years.  Charges  of  incompetency,  maladministration  or  mis- 
conduct in  office  may  be  preferred  in  writing  against  the  superin- 
tendent. Thereupon  the  board  shall  proceed  to  hear  such  charges 
and  if  such  charges  are  sustained  by  an  affirmative  vote  of  a ma- 
jority of  the  board,  the  superintendent  shall  be  dismissed  from  his 
office. 


§ 8/0  Powers  and  duties  of  superintendent  of  schools.  The 
superintendent  of  schools  in  each  of  such  cities  shall  possess  the  fol- 
lowing powers  and  be  charged  with  the  following  duties: 

1 To  enforce  all  provisions  of  law  and  all  rules  and  regulations 
relating  to  the  management  of  the  schools  and  to  be  the  chief  ex- 
ecutive officer  of  the  school  system. 

2 To  prepare  an  outline,  and  the  scope  of  the  work  to  be  in- 
cluded therein,  for  each  of  the  courses  of  study  authorized  by  the 
board  of  education,  and  to  submit  the  same  to  such  board  for  its 
approval,  and,  when  thus  approved,  to  see  that  such  courses  of 
study  are  used  in  the  grades  and  schools  for  which  they  are 
authorized. 

3 To  recommend  to  the  board  of  education  suitable  textbooks  to 
be  used  in  the  various  grades  and  subjects  taught  in  the  curriculums 
of  the  schools. 

4 To  transfer  teachers  from  one  school  to  another,  or  from  one 
grade  to  another. 

5 To  have  general  supervision  over  all  the  teachers  employed  in 
the  schools,  and  over  all  other  employees  of  the  board  of  education, 
and  to  report  to  said  board  violations  of  regulations  and  cases  of 
insubordination,  and  to  suspend  a teacher  or  other  employee  until 
the  next  regular  meeting  of  the  board,  when  all  facts  relating  to  the 
case  shall  be  submitted  to  the  board  for  determination.  In  such 
cases  the  accused  party  shall  have  the  right  to  appear  before  the 
board. 

6 To  have  general  supervision  and  direction  over  the  enforce- 
ment and  observance  of  the  courses  of  study,  and  the  examination 
and  promotion  of  pupils. 

7 To  have  general  supervision  and  direction  over  the  work  of  all 
special  experts  employed  in  the  school  system  and  over  matters  per- 
taining to  playgrounds,  medical  inspection,  athletic  and  social  center 
work,  libraries,  and  all  the  educational  activities  under  the  manage- 
ment of  the  board  of  education. 

§ 871  Appointment  of  teachers,  i The  principal  of  each  school, 
directors,  supervisors  and  other  educational  experts,  shall  be  ap- 
pointed by  the  board  of  education,  upon  the  recommendation  of  the 
superintendent  of  schools,  and  shall  hold  their  positions  during 
good  behavior  and  shall  be  removable  for  cause  only,  after  a hear- 
ing, by  the  affirmative  vote  of  at  least  a majority  of  the  board. 

2 All  other  teachers  shall  be  appointed,  on  recommendation  of 
the  superintendent  of  schools,  for  a probationary  period  of  not  to 
exceed  two  years.  At  the  expiration  of  such  term,  the  superintend- 


TU 


ent  of  schools  shall  make  a written  report  to  the  board  of  education 
recommending  for  regular  appointment  those  teachers  whom  he  has 
found  competent  and  efficient.  The  board  of  education  may  there- 
upon appoint  to  the  teaching  force  of  the  city  those  teachers  for 
whom  satisfactory  reports  are  submitted  by  the  superintendent  of 
schools.  Thereafter,  such  teachers  shall  hold  their  positions  during 
good  behavior  and  shall  be  removable  for  cause  only,  after  a hear- 
ing, by  the  affirmative  vote  of  a majority  of  the  board. 

3 No  teacher  shall  be  appointed  to  the  teaching  force  of  any  such 
city  who  does  not  possess  the  qualifications  prescribed  under  the 
Education  Law  and  under  the  regulations  prescribed  by  the  Com- 
missioner of  Education  for  the  certification  of  teachers  employed  in 
the  schools  of  the  cities  of  the  State. 

4 On  and  after  September  i,  1915,  the  minimum  annual  salary  of 
teachers  employed  in  all  elementary  schools  shall  be  six  hundred 
dollars  and  in  all  secondary  schools  one  thousand  dollars.  The 
superintendent  of  schools  shall  make  an  annual  written  report  to 
the  board  of  education  stating  the  names  of  those  teachers  whom  he 
has  found  to  be  competent  and  to  have  rendered  efficient  service. 
The  salary  of  each  elementary  teacher  included  in  such  report  shall 
thereupon  be  increased  annually  in  the  sum  of  fifty  dollars  for  each 
year  of  such  employment,  until  the  annual  salary  of  each  such 
teacher  shall  equal  the  sum  of  twelve  hundred  dollars  and  the  salary 
of  each  secondary  teacher  shall  be  increased  annually  in  the  sum 
of  one  hundred  dollars  for  each  year  of  such  employment  until  the 
annual  salary  of  each  such  teacher  shall  equal  the  sum  of  eighteen 
hundred  dollars. 

5 A teacher  whose  name  is  not  included  in  the  report  of  the 
superintendent  of  schools  as  doing  efficient  work  for  two  successive 
years  shall  be  discontinued  as  a member  of  the  teaching  force  of 
the  city  unless  a majority  of  the  members  of  the  board  of  educa- 
tion shall  vote  to  retain  such  teacher. 

6 The  board  of  estimate  and  apportionment  of  each  of  such 
cities,  and  in  a city  which  has  no  such  board,  the  common  council, 
shall  have  authority,  on  the  recommendation  of  the  board  of  edu- 
cation, to  increase  the  salaries  to  be  paid  the  teachers  of  such  city 
above  the  amount  expressed  in  the  preceding  subdivision. 

§ 872  New  sites  and  new  buildings,  i Whenever,  in  the  judg- 
ment of  the  board  of  education,  the  needs  of  the  city  require  a new 
school  building,  or  whenever  one  of  the  present  buildings  should  be 
repaired,  remodeled  or  enlarged,  such  board  shall  pass  a resolution 
specifying  in  detail  the  necessities  therefor,  and  shall  estimate  the 


amount  of  money  necessary  for  such  purpose,  and  shall  forward 
such  resolution  and  estimate  to  the  mayor  and  the  common  council. 

2 Whenever,  in  the  judgment  of  the  board  of  education,  it  is 
necessary  to  select  a new  site,  or  to  enlarge  a present  site,  or  to 
designate  a playground,  or  athletic  center,  such  board  shall  pass  a 
formal  resolution  stating  the  necessity  therefor  and  describing  by 
metes  and  bounds  the  grounds  or  territory  desired  for  each  of  these 
purposes.  Such  resolution,  when  adopted,  shall  be  forwarded  to 
the  mayor  and  the  common  council. 

3 The  common  council  shall  thereupon  consider  such  resolutions 
and  may  call  for  such  additional  information  from  the  board  of 
education  as  appears  necessary.  The  common  council  may  au- 
thorize the  issuance  of  bonds  to  raise  funds  to  meet  the  expenses 
to  be  incurred  for  any  of  such  purposes.  If  a bond  issue  is  author- 
ized for  such  purpose,  the  city  authorities  shall  issue  such  bonds 
pursuant  to  the  provisions  of  law  and  in  the  form  for  which  bonds 
are  issued  for  all  city  purposes. 

4 The  plans  and  specifications  for  repairing,  remodeling,  or  en- 
larging a school  building,  and  for  the  construction  of  new  school 
buildings  shall  be  prepared  by  the  engineering  department  of  the 
city.  The  board  of  estimate  and  apportionment  may,  however,  ob- 
tain such  plans  and  specifications  through  competition  or  such  board 
may  authorize  the  employment  of  an  architect  to  prepare  such  plans 
and  specifications. 

5 No  school  building  shall  be  constructed,  no  grounds  shall  be 
improved  or  otherwise  changed,  and  no  school  building  shall  be 
remodeled,  repaired,  or  enlarged  until  the  plans  and  specifications 
therefor  are  submitted  to  the  board  of  education  and  approved  by  a 
majority  vote  of  that  body. 

6 The  construction,  repairing  and  remodeling  of  school  buildings 
and  the  construction,  repairs,  purchase  or  improvements  of  build- 
ings, sites  and  other  property  authorized  under  the  provisions  of 
this  act  and  the  awarding  of  contracts  therefor  shall  be  in  accord- 
ance with  the  provisions  of  law  governing  the  construction,  repairs, 
and  improvements  of  public  works  and  municipal  buildings  in  such 
city. 

§ 873  School  budget.  On  or  before  the  ist  day  of  January  in 
each  year  the  board  of  education  of  each  of  such  cities  shall  pre- 
pare a budget  for  the  ensuing  calendar  year,  of  such  sums  of  money 
as  it  may  deem  necessary  for  the  following  purposes,  after  deduct- 
ing therefrom  the  amount  anticipated  in  the  next  apportionment  of 
schools  funds  from  the  State; 


72 


1 The  salary  of  the  superintendent  of  schools,  of  all  teachers,  of 
all  professional  experts,  of  all  medical  inspectors  and  nurses,  of 
truant  officers,  of  janitors,  and  of  all  other  employees  of  the  school 
system,  appointed  or  employed  by  the  board  of  education. 

2 All  other  necessary  incidental  and  contingent  expenses  including 
the  ordinary  repairs  of  buildings,  the  purchase  of  fuel  and  light, 
supplies,  textbooks,  repairs  and  purchases  of  school  apparatus, 
books,  furniture  and  fixtures,  and  other  articles  and  service  neces- 
sary for  the  maintenance,  operation,  and  support  of  the  school 
system  of  the  city. 

§ 874  Preparation,  revision,  and  approval  of  budget,  i The 

board  of  education  shall  give  the  mayor  official  notice  of  its  meeting 
at  which  the  aforesaid  budget  is  prepared,  and  the  mayor  may  at- 
tend such  meeting  and  shall  be  accorded  the  right  of  inquiry  into 
any  item  of  such  budget,  and  all  the  privileges  in  said  meeting  of 
the  members  of  said  board  except  the  privilege  of  voting.  When 
the  board  of  education  shall  have  finally  determined  on  the  state- 
ment of  expenses  for  the  items  indicated  in  the  preceding  section,  it 
shall  present  the  same  to  the  mayor,  or  the  acting  mayor,  of  the 
city.  If  the  mayor,  or  acting  mayor,  approves  such  statement  he 
shall  sign  it  and  immediately  file  it  with  the  city  clerk. 

2 If  the  mayor  disapproves  the  same,  or  any  item  therein,  he  shall 
within  five  days  return  such  budget  to  the  president  of  the  board  of 
education  with  his  objections  thereto  indorsed  thereon.  The  board 
shall  then  proceed  to  reconsider  said  budget  and  if  five  of  the  mem- 
bers of  said  board  vote  in  favor  of  said  budget  it  shall  stand  as  if  it 
had  been  approved  by  the  mayor,  and  shall  immediately  be  filed  with 
the  city  clerk.  If  five  of  the  members  of  said  board  do  not  vote  for 
the  adoption  of  such  budget,  it  shall  be  modified  so  as  to  conform 
to  the  views  expressed  by  the  mayor  in  his  objection,  or  the  board 
shall  present  to  the  mayor,  as  in  the  first  instance,  a new  budget. 

3 If  the  mayor  approves  such  new  budget,  he  shall  sign  it  and 
file  it  with  the  city  clerk,  but  if  the  mayor  does  not  approve  any 
item  therein  he  shall  within  three  days  return  the  same  with  his 
objections  as  before.  The  board  of  education  shall  continue  to 
present  budgets  as  aforesaid  until  the  mayor’s  approval  is  obtained, 
or  until  five  of  the  members  of  said  board  vote  in  favor  of  such 
budget  over  the  mayor’s  objection.  Such  budget,  when  thus  ap- 
proved or  passed,  shall  be  filed  with  the  city  clerk.  If  the  mayor 
fails  to  sign  a statement  of  the  budget  required  as  herein  provided, 
or  fails  to  return  the  same  with  his  objections  thereto  to  the  board 
of  education  within  five  days  after  its  submission  to  him,  such  state- 


nient  shall  be  filed  with  the  city  clerk  in  the  same  manner  as  if  it 
had  been  approved. 

4 When  such  statement  is  finally  filed  with  the  city  clerk,  the 
common  council  for  such  city  shall  include  in  the  annual  tax  and 
assessment  roll  for  such  year  the  amount  specified  in  such  final 
statement,  and  the  same  shall  be  collected  by  the  city  treasurer  who 
shall  credit  it  to  the  school  funds  of  the  department  of  public  in- 
struction. 

§ 875  School  funds,  i Public  moneys  apportioned  to  one  of 
such  cities  by  the  State,  or  belonging  to  one  of  such  cities  and  re- 
ceived from  any  source  whatsoever,  and  all  funds  raised  or  col- 
lected by  the  authorities  of  such  city,  for  school  purposes  or  to  be 
used  by  the  board  of  education  for  any  purpose  authorized  in  this 
act,  shall  be  paid  to  the  treasurer  of  such  city,  who  shall  keep  the 
same  separate  from  the  general  funds  of  the  city  and  shall  credit 
all  such  funds  to  the  department  of  public  instruction. 

2 Such  funds  shall  be  disbursed  by  a vote  of  the  board  of  edu- 
cation and  upon  written  orders  drawn  on  the  city  treasurer,  which 
orders  shall  be  signed  by  the  superintendent  of  schools  and  the  secre- 
tary of  the  board  of  education.  Such  orders  shall  be  numbered 
consecutively  and  shall  specify  the  purpose  for  which  they  are 
drawn  and  the  person  or  corporation  to  whom  they  are  payable. 
All  purchases  made  under  the  provisions  of  section  868  of  this  act 
shall  be  paid  by  the  board  of  education,  after  such  purchases  have 
been  delivered  to  and  accepted  by  such  board,  and  when  the  bills 
therefor  are  submitted  in  itemized  form  and  approved  by  the 
board  or  body  authorized  to  make  such  purchase.  All  claims  shall 
be  audited  by  the  comptroller. 

3 It  shall  be  unlawful  for  the  city  treasurer  of  any  such  city  to 
permit  the  use  of  such  funds  for  any  purpose  other  than  that  for 
which  they  are  authorized,  nor  shall  such  funds  be  paid  out  except 
on  the  countersignature  of  the  comptroller.  The  city  treasurer  shall 
render  to  the  board  of  education  a monthly  statement  showing  the 
amount  of  funds  available  and  the  specific  purposes  for  which  they 
may  be  expended. 

§ 876  Laws  repealed.  Chapter of  the  laws  of  

(here  specify  the  chapters  of  all  local  acts  or  parts  thereof  which 
should  be  repealed  to  make  this  act  effective)  and  all  acts  or  parts 
of  acts,  general  or  special,  inconsistent  with  the  provisions  of  this 
act  are  hereby  repealed,  but  such  repeal  shall  not  affect  any  right 
existing  or  accrued,  or  any  liability  prior  to  the  passage  of  this  act. 

§ 877  This  act  shall  take  effect  immediately. 


74 


ATTENDANXE  UPON  CITY  AND  RURAL  SCHOOLS 

For  many  years  there  has  been  a gradual  decrease  in  the  popula- 
tion of  the  agricultural  sections  of  the  State  because  of  the  general 
drift  of  people  from  the  country  to  the  city.  In  1880  the  population 
of  the  cities  of  the  State  was  less  than  the  population  of  the  re- 
maining portions  of  the  State.  Since  that  date  there  has  not  only 
been  a constant  decrease  in  the  population  of  the  rural  portions  of 
the  State,  but  the  number  of  cities  has  more  than  doubled  and  the 
population  of  the  cities  has  increased  rapidly  until  the  cities  now 
contain  75  per  cent  of  the  population  of  the  entire  State.  The 
population  of  the  State  is  now  approximately  10,000,000,  about 

8.000. 000  of  whom  live  in  the  cities  and  villages  and  less  than 

2.000. 000  in  the  strictly  agricultural  sections.  In  1880  the  number 
of  children  in  attendance  upon  the  schools  of  the  State  was  1,010,887, 
of  whom  582,436  were  in  the  schools  outside  the  cities  and  428,451 
in  the  schools  in  the  cities.  The  number  of  children,  therefore,  in 
1880  in  attendance  upon  the  schools  outside  the  cities  was  154,000 
more  than  the  number  of  children  in  attendance  upon  the  schools  in 
the  cities  of  the  State.  During  the  past  school  year  there  were  in 
attendance  upon  the  schools  of  the  cities  of  the  State  1,041,524 
children  and  there  were  in  attendance  upon  the  schools  outside  the 
cities  496,361  children.  The  number  of  children,  therefore,  in  at- 
tendance upon  the  schools  in  the  cities  exceeds  the  number  in  at- 
tendance upon  the  schools  outside  the  cities  by  more  than  one-half 
million.  Within  this  period  of  thirty-three  years  the  number  of 
children  attending  the  schools  maintained  outside  the  cities  has  de- 
creased more  than  86,000,  while  the  number  of  children  attending 
the  schools  maintained  in  the  cities  has  increased  more  than  613,000. 

RURAL  SCHOOLS  ’MUST  BE  MADE  THE  EQUAL  OF  CITY 

SCHOOLS 

Great  energy  is  being  devoted  to  an  e'flort  to  make  the  country 
schools  the  equal  of  the  city  schools.  There  has  been  much  legisla- 
tion in  recent  years  to  effect  this  result.  Among  the  laws  enacted 
since  the  creation  of  the  office  of  district  superintendent  in  1910  are 
these:  the  law  providing  for  the  retirement  of  teachers  who  have 
become  incapacitated  because  of  old  age  and  the  service  which  they 
have  rendered ; the  laws  extending  the  school  term  from  thirty-two 
to  thirty-six  weeks-;  making  the  compulsory  education  law  effective 
for  the  whole  period  schools  are  in  session  : requiring  schools  to 


open  the  first  week  in  September;  making  provision  for  the  en- 
larged use  of  school  buildings  and  school  grounds  and  creating  the 
machinery  to  organize  the  school  as  a social  center ; making  special 
provision  for  the  organization  of  agricultural  courses  in  the  aca- 
demic schools  on  a par  with  the  other  courses  maintained  and  fur- 
ther providing  for  agricultural  instruction  in  all  the  common  schools 
of  the  State  making  it  possible  for  boys  and  girls  living  in  the  re- 
mote farm  sections,  where  high  schools  are  not  maintained,  to  at- 
tend neighboring  high  schools  by  the  State  paying  tuition  therefor ; 
extending  the  school  library  service  with  'the  idea  of  bringing  the 
books  and  literature  essential  to  the  advancement  of  the  people  in 
the  farming  sections  within  their  reach ; authorizing  the  consolida- 
tion of  weak  school  districts  and  the  apportioning  to  the  districts 
thus  consolidated  of  the  same  amount  of  State  funds  in  the  aggre- 
gate which  is  now  apportioned  to  the  weak  districts  separately ; and 
providing  for  the  medical  examination  of  all  children  attending 
schools,  thus  conserving  the  health  of  the  agricultural  communities 
and  safeguarding  one  of  their  assets. 

This  is  a long  list  of  important  legislative  acts.  The  effect  of  the 
operation  of  these  laws  upon  the  efficiency  of  the  school  system  is 
already  being  felt.  However,  to  make  the  work  of  the  rural  school 
as  efficient  and  as  well  adapted  to  the  needs  of  the  people  as  the 
city  schools  are,  five  important  things  must  be  done.  These  are : 

1 The  courses  of  study  maintained  in  rural  schools  must  be 
adapted  to  the  conditions  of  rural  life. 

2 The  rural  school  must  be  maintained  for  a period  of  time  equal 
to  the  time  that  school  is  maintained  in  the  city. 

3 The  same  care  must  be  taken  to  conserve  the  health  of  the  child 
in  the  rural  community  which  is  exercised  in  the  city. 

4 The  school  buildings,  grounds,  and  equipment  of  the  rural 
school  must  be  as  adequate  and  as  attractive  as  those  of  the  city. 

5 The  teachers  employed  in  these  schools  must  be  the  equal  in 
culture,  scholarship,  professional  training  and  experience  of  the 
teachers  employed  in  the  city  schools. 

AGRICULTURAL  EDUCATION  IN  RURAL  SCHOOLS 

New  York  was  once  the  leading  agricultural  state  in  the  Union. 
It  was  undoubtedly  predestined  that  the  development  of  the  great 
farming  states  of  the  central  west  should  legitimately  take  from 
her  the  supremacy  in  rank  as  an  agricultural  state  which  she  held 
for  so  many  years,  and  that  her  pride  should  be  humiliated  by  the 


census  of  1910  by  being  ranked  number  8 in  importance  as  an  agri- 
tultural  state.  Nevertheless  her  agricultural  interests  are  of  prime 
importance  and  are  among  the  valuable  financial  and  commercial 
assets  of  the  State.  The  value  of  all  farm  property  is  nearly 
$1,500,000,000,  and  the  State  ranks  first  in  the  value  of  her  crops  in 
many  of  the  staple  agricultural  products. 

There  are  two  million  people  living  upon  the  farms  of  this  State. 
There  are  eight  million  people  living  in  the  cities  and  the  large  vil- 
lages of  the  State.  The  number  living  in  the  cities  will  constantly 
increase.  This  condition  places  greater  burdens  and  responsibilities 
upon  the  farms  and  those  who  operate  them.  The  farms  of  New 
York  must,  therefore,  be  made  more  productive.  To  accomplish 
this  result  there  must  be  more  intelligent,  scientific  management  in 
the  agricultural  pursuits.  The  question  is  not  one  which  affects  the 
rural  regions  only.  It  is  a subject  of  State  importance.  If  the 
State,  in  her  effort  to  promote  social  justice  by  extending  equal 
educational  opportunity  to  all  her  boys  and  girls,  may  properly  pro- 
vide for  their  training  for  efficiency  in  the  various  industries  estab- 
lished in  the  cities,  the  right,  propriety,  or  even  the  duty  of  the 
State  to  make  provision  for  the  instruction  of  the  boys  and  girls  who 
are  to  assume  the  responsibility  of  the  future  operation  and  manage- 
ment of  the  agricultural  interests  of  the  State  can  not  be  questioned. 
Instruction  in  vocational  and  industrial  courses  may  be  given  as 
satisfactorily  in  the  rural  schools  as  in  the  city  schools.  One  of  the 
great  modern  problems  of  public  education  is  to  bring  the  schools  in 
close  touch  with  the  living  conditions  as  well  as  the  intellectual 
needs  of  the  people.  The  school  is  not  only  to  teach  children  the 
fundamentals  of  an  education  but  it  is  to  train  them  so  that  the  in- 
struction which  they  receive  shall  be  of  service  to  them  when  they 
leave  school  and  assume  their  obligations  of  citizenship.  Every 
school  district  in  the  farming  sections  of  the  State  should  be  able 
to  possess  a site  containing  from  three  to  five  acres  of  ground  for 
athletic  and  recreational  purposes  and  for  experimental  work  in 
agriculture.  The  boys  from  twelve  to  fifteen  years  of  age  who  are 
being  taught  in  these  schools,  and  who  form  the  great  bulk  of 
recruits  for  farm  life  in  this  State,  could  then  be  given  practical  edu- 
cation along  the  lines  of  scientific  agriculture.  Then  potato  clubs, 
corn  clubs,  and  other  similar  clubs  could  be  organized  in  every 
rural  school.  To  illustrate:  The  pupils  in  a. potato  club  could  be 
shown  how  to  prepare  the  soil  for  planting  potatoes ; they  could  be 


A group  of  people  attending  the  corn  and  potato  exhibit  at  Marcy, 
district  i,  Oneida  county 


Prize  winners  in  the  potato  exhibit  at  Marcy,  district  i,  Oneida  county 


The  first  prize  winners  at  the  corn  and  potato  exhibit  at  Marcy,  district  i, 

Oneida  county 


Rural  school  exhibit  of  the  fifth  supervisory  district  of  Steuben  county, 
at  the  Hornell  fair 


/ 


• I 


shown  what  soil  is  adapted  to  the  growing  of  potatoes  and  what 
fertilizer  is  essential;  the  selection  of  seed  could  be  carefully  de- 
termined ; the  planting  could  be  done  at  the  i)roper  time,  and  the 
crop  could  be  properly  cultivated;  the  value  and  necessity  of  fre- 
quent cultivation  and  of  rotation  in  crops  illustrated ; the  croi) 
harvested  at  the  proper  time,  and  the  method  of  placing  the  crop  in 
the  market  with  the  least  expense  and  the  greatest  advantage  to  the 
producer  could  be  learned.  These  boys  would  be  in  a position  to 
go  back  upon  the  farms  and  show  their  fathers  and  others  how  to 
cultivate,  grow  and  market  a crop  of  potatoes.  When  this  is  done 
the  annual  potato  yield  in  this  State  will  not  be  below  the  average 
yield  throughout  the  United  States  as  it  is  now,  but  very  much  above 
it.  The  same  process  could  be  pursued  in  sections  where  corn  is  the 
principal  crop.  Similar  experiments  could  be  made  in  relation  to  all 
forms  of  farm  products,  fruit  growing,  etc.  The  girls  may  be  inter- 
ested in  similar  work  pertaining  to  the  home.  Clubs  may  be  formed 
for  making  bread,  for  canning  fruit,  vegetables  etc.  The  State  main- 
tains a great  State  college  of  agriculture,  an  agricultural  experi- 
ment station,  and  five  schools  of  agriculture.  These  institutions  are 
all  doing  research  work  and  are  making  scientific  experiments  and 
producing  information  for  the  sole  benefit  of  the  farmer.  This  in- 
formation, however,  will  not  be  of  great  service  to  the  State  unless 
there  is  some  medium  able  to  bring  it  to  the  knowledge  of  every 
farmer  in  the  State,  and  to  make  of  it  a practical  application.  These 
illustrations  are  sufficient  to  indicate  what  is  to  be  a part  of  the 
future  work  of  the  rural  schools  of  this  State.  Many  district 
superintendents  are  already  achieving  excellent  results  along  these 
lines  and  the  work  is  assuming  large  proportions.  The  most  wel- 
come message  which  comes  to  my  desk  is  a photograph  of  the  prize 
corn  grower  or  the  prize  loaf  of  bread  and  the  girl  who  baked  it. 

THE  PLAN  IN  ULSTER  COUNTY 

Superintendent  Wallace  J.  Andrews  of  the  fourth  supervisory 
district  of  Ulster  county,  has  given  us  a description  of  the  method 
by  .which  the  district  superintendents  of  that  county  organized  a 
rural  school  agricultural  contest.  His  description  follows : 

No  single  educational  event  in  Ulster  county  in  years  has  met  with 
more  unanimity  of  interest  and  effort  or  with  more  gratifying  re- 
sults than  the  recent  exhibit  of  farm  and  garden  produce  grown  by 
the  school  children  of  the  county.  The  need  of  some  definite  ex- 
pression of  the  results  of  the  study  of  nature  study  and  agriculture 


78 


in  the  schools  was  met  by  enlisting  the  children  of  the  county  in  a 
work  requiring  a concrete  application  of  the  information  gained 
from  this  study.  Superintendents  and  teachers  felt  the  need  of 
some  avenue  for  definite  expression  of  the  nature  study  impulse,  a 
need  that  could  not  be  met  successfully  by  the  school  itself  in  a way 
that  would  bring  the  home  and  the  school  together  in  a convincing 
manner.  While  the  school  garden  offered  certain  possibilities,  it 
would  be  looked  upon  by  many  as  but  another  school  interest.  The 
problem  was  to  transform  the  more  or  less  indefinite  nature  study  of 
the  school  into  the  realities  of  the  home  garden. 

The  agricultural  contest  was  the  logical  solution  of  the  problem, 
and  the  Cornell  agricultural  contest  leaflet  paved  the  way  to  this 
solution.  The  matter  of  suitable  prizes  was  happily  settled  by  the 
generosity  of  an  Ulster  county  granger,  Mr  Herbert  Carl  of  fong- 
ston,  who  offered  ten  dollars  in  prizes  to  each  of  the  twenty  towns 
of  the  county.  Inspired  by  the  one,  liberally  aided  by  the  other, 
and  reinforced  by  an  able  committee  of  grangers  headed  by  Super- 
intendent M.  J.  Michael  of  Kingston,  the  district  superintendents 
proceeded  to  organize  the  contests  in  the  schools. 

It  was  agreed  to  make  the  township  the  unit  of  organization  as 
it  was  the  unit  in  the  distribution  of  prizes.  The  schools  of  each 
town  were  assigned  a single  product  with  the  double  object  of 
securing  a variety  and  of  fitting  the  crop  to  the  soil  of  the  town. 
Each  child  was  admitted  to  the  contest  by  written  application  in 
which  he  pledged  himself  to  do  the  work  required  and  to  abide  by 
the  rules  of  the  contest.  Each  contestant  was  required  to  keep  a 
careful  record  of  his  work  during  the  summer,  to  be  attested  by 
two  other  persons.  In  order  to  make  the  exhibit  productive  of 
the  greatest  inspiration  and  most  lasting  benefits,  each  child  was 
urged  to  attend  personally  and  take  his  produce  with  him.  Where 
this  was  impossible,  the  school  was  asked  to  send  a representative 
number  including  the  teacher. 

Owing  to  inclement  weather  the  exhibit  was  housed  in  the 
chemical  and  biological  laboratories  of  the  Kingston  ‘Academy. 
Much  credit  is  due  Principal  Charles  K.  Moulton  for  his  valuable 
assistance  in  receiving  and  arranging  the  exhibits.  A great  deal 
of  interest  was  manifested  throughout  the  county  and  the  attendance, 
including  many  teachers  and  pupils,  was  large.  The  judges  selected 
were  members  of  the  grange,  men  possessing  practical  and  expert 
knowledge  of  the  work  in  hand.  The  excellence  of  the  children's 
exhibits  far  exceed  our  expectations.  We  asked  for  the  best 
produce  ever  grown  in  the  county  and  the  results  did  not  fall  far 
short.  After  the  prizes  were  awarded  the  produce,  including 
quantities  of  potatoes,  tomatoes,  corn,  and  beets,  was  given  to  the 
Industrial  Home  of  Kingston. 

It  was  an  enthusiastic  company  of  parents,  teachers  and  pupils 
that  met  in  the  assembly  hall  of  Kingston  Academy  when  Super- 
intendent Michael  read  the  list  of  prize  winners  and  presented  the 


TO 


prizes  to  those  who  were  there  to  receive  them.  A note  of  interest 
was  sounded  there  that,  we  trust,  may  reach  the  hills  and  valleys 
of  the  entire  county,  bringing  to  the  schools  more  earnest  support 
from  the  farms,  and  to  the  farms  more  intelligent  cooperation  from 
the  schools. 

. The  grange  committee  has  added  the  district  superintendents  to 
its  membership  and  it  is  planned  to  make  contests  of  this  nature 
a permanent  feature  of  the  educational  activities  of  Ulster  county. 
Mr  Carl  has  again  offered  prizes  for  the  whole  county,  a public- 
spirited  sacrifice  deserving  the  highest  commendation.  The  only 
change  in  the  plans  for  next  year  is  the  substitution  of  field  corn 
throughout  the  whole  county  for  the  variety  of  crops  grown  this 
year. 

As  a means  of  giving  definiteness  and  practical  application  to  the 
study  of  elementary  agriculture  in  the  schools,  and  as  a cementing 
force  between  school  and  community  interests,  revealing  the  in- 
herent mutuality  of  these  interests  in  all  things  by  emphasizing  it 
at  a vital  point,  the  agricultural  contest  has  a large  place  in  rural 
education. 


DISTRICT  SUPERINTENDENTS 
The  district  superintendents  have  now  served  a sufficient  length 
of  time  to  enable  the  State  to  determine  upon  the  wisdom  of  its 
action  in  abolishing  the  political  office  of  school  commissioner  and 
creating  in  its  place  the  present  professional  office  of  district  super- 
intendent. The  best  evidence  of  the  acceptability  of  the  services 
which  these  officials  have  rendered  is  the  unanimity  of  indorsement 
which  such  service  has  received  from  the  public.  The  great  objec- 
tion to  the  creation  of  this  office  was  the  general  feeling  that  it 
would  be  as  much  a political  position  as  the  office  of  school  com- 
missioner had  been.  The  superintendents  are  entitled  to  the  credit 
of  having  justified  the  action  of  the  State  in  the  establishment  of 
such  office.  Their  industry,  the  earnest  purpose  which  they  have 
shown  for  the  accomplishment  of  real  progress  in  rural  education, 
the  hard  work  which  their  constituents  realize  they  are  performing, 
and  the  noticeable  improvement  which  has  already  taken  place 
throughout  the  rural  schools  of  the  State,  have  given  these  officers 
a standing  and  prestige  which  make  them  a valuable  instrument  and 
a powerful  factor  in  the  proper  development  and  adaptability  of  our 
rural  schools.  The  work  which  these  superintendents  have  inaugu- 
rated will  revolutionize  the  country  schools  in  a period  of  five  years. 
To  get  the  best  service  possible  from  them,  they  must  be  treated 
justly  by  the  State.  The  State  must  pay  them  fair  compensation 
for  the  services  rendered.  While  the  supervisors  of  the  towns 


forming  a supervisory  district  may  increase  the  salary  of  a super- 
intendent, such  action  has  not  been  taken  in  many  districts.  The 
law  fixes  a definite  salary  of  $1200  a year  to  be  paid  by  the  State. 
These  superintendents  are  prohibited  from  engaging  in  the  work 
of  any  other  profession  or  vocation.  Their  whole  time  must  be 
given  to  the  duties  of  their  office.  Sixty-two  of  these  superin- 
tendents are  college  graduates,  ninety-two  are  graduates  of  State 
normal  schools,  and  thirty-five  hold  life  state  certificates.  They 
have  had  an  average  teaching  experience  of  twenty  years.  The 
salary  paid  these  superintendents  is  not  commensurate  with  the 
ability  required  and  the  services  performed.  Such  salary  is  less 
than  the  salary  paid  inspectors  of  the  Labor  Department,  the  Excise 
Department,  the  Health  Department,  and  the  Highway  Department. 
The  State  should  not  discriminate  so  unfairly  against  the  service 
which  it  requires  in  the  supervision  of  its  educational  interests.  An 
expense  allowance  of  $300  a year  on  audit  is  allowed.  This  amount 
is  insufficient  to  meet  the  actual  expenses  of  these  officers.  They 
are  required  to  travel  among  their  schools  and  on  other  official 
matters  for  about  one-half  of  the  time.  They  are  required  to  main- 
tain an  office  for  the  transaction  of  public  business.  Nearly  all 
these  superintendents  are  required  to  meet  part  of  their  expenses 
from  their  own  funds.  This  is  unjust.  The  salary  paid  these 
officers  should  be  sufficient  to  attract  the  best  teachers  and  super- 
visory officers  in  the  State  and  the  allowance  for  expenses  should 
be  sufficient  to  meet  the  actual  expenditures  which  a superintend- 
ent makes  in  the  performance  of  his  duties. 

I therefore  recommend  that  the  salary  of  district  superintendents 
be  fixed  at  $1800  a year  and  that  the  allowance  for  expenses  be 
fixed  at  $500  a year  on  audit. 

District  superintendents  should  be  given  the  power  to  condemn 
a schoolhouse  site  and  they  should  also  be  given  the  authority  to 
issue  an  order  directing  trustees  to  make  repairs  to  school  buildings 
in  such  sum  as  may  be  necessary.  A superintendent  may 
order  repairs  to  a building  in  the  sum  of  $200.  This  restrictiou 
should  be  eliminated  and  the  amount  left  to  the  discretion  of  the 
superintendent. 

The  following  persons  have  met  during  the  year  all  the  require- 
ments to  make  them  eligible  to  the  office  of  district  superintendent 
and  their  names  have  accordingly  been  placed  on  the  eligible  list 
of  candidates : 


81 


NAME  POST  OFFICE  CERTIFICATE 

Cayuga  county 


Bradley,  Elizabeth  L 

R.  F.  D.  48,  Cato 

Oneonta  Normal 

Smith,  Clarence  E 

Chenango  county 

New  Berlin 

College  graduate  life 

Thompson,  Elizabeth 

Clinton  county 

Champlain 

Plattsburg  Normal 

Tyler,  Arthur  Ira 

Cortland  county 

Cortland 

State  life 

Ferry,  Charles  F 

Lincoln,  Nathan  E 

Delaware  county 

Masonville 

Walton 

State  life 

College  graduate  life 

McCormick,  Burtin  D 

Erie  county 

Springville 

College  professional  life 

Frisbie,  William  Henry 

Winch,  Oliver  W 

Essex  county 

Westport 

Bloomingdale 

College  graduate  profes- 
sional provisional 

State  life 

Seeley,  Glenn  A 

Franklin  county 

, Santa  Clara 

State  life 

Lara  way,  Chester  A 

Herkimer  county 

, Russia 

State  life 

Graves,  S.  F 

Graves,  Roy  B 

Jefferson  county 

. Adams  Center 

, Ellisburg 

State  life 

State  life 

Richardson,  Arnold  L 

Lewis  county 

. Turin 

State  life 

Franklin,  Mary  J 

Joyce,  Charles  Wellington. 

Monroe  county 

. Scottsville 

. Penfield 

Brockport  Normal 

State  life 

Burhyte,  Charles  H 

Nichols,  Roy  E 

Wolfe,  Elmer  C 

Oneida  county 

, Prospect 

. 215  Oneida  st.,  Utica,. . 
. Durhamville 

State  life 

State  life 

State  life 

Tooker,  Clarence  Edward.. 

Orange  county 

. State  Hill 

State  life 

Henry  C.  Russell 

Rockland  county 

. Dower  House,  Sterling 
ton 

. State  life 

Rogers,  Frederick  L 

Steuben  county 

. Corning 

. State  life 

Matthews,  P.  B 

Suffolk  county 

. Bridgehamoton 

. Oswego  Normal 

82 


NAME  POST  OFFICE  CERTIFICATE 

Tioga  county 

Eastman,  Edward  R Newark  Valley State  life 

Wayne  county 

Loveless,  H.  S.  G Wolcott College  graduate  life 

GRADE  EXAMINATIONS 

A brief  statement  of  the  historical  development  of  the  system 
of  grade  examinations  may  not  only  be  of  interest  but  it  will  show 
the  forces  which  influenced  the  establishment  of  this  system  and 
the  objects  which  it  was  believed  would  be  accomplished  there- 
under. This  system  of  examinations  is  largely  an  outgrowth  of 
the  influences  resulting  from  the  operation  of  the  uniform  system 
of  examinations  which  was  established  for  the  purpose  of  deter- 
mining the  qualifications  of  teachers  in  the  public  schools.  About 
the  time  when  Doctor  Draper  was  chosen  State  Superintendent  of 
Public  Instruction  in  1884  the  progressive  educational  workers  of 
the  State  were  considering  plans  by  which  there  might  be  an  open, 
honest,  professional  examination  and  certification  of  teachers.  This 
subject  had  often  been  considered  by  the  State  Association  of  School 
Commissioners  and  by  the  State  Teachers  Association.  At  that 
time  there  was  no  State  system  for  determining  the  qualifications 
of  teachers.  Each  of  the  113  school  commissioners  determined  for 
himself  the  plan  on  which  he  should  examine  and  license  his  teachers. 
The  authorities  of  each  city  of  the  State  also  determined  the  basis 
on  which  they  should  examine  and  certify  their  teachers.  It  was 
notorious  that  certificates  were  issued  quite  as  often  upon  personal 
grounds  or  political  expediency  as  upon  the  fitness  and  qualifica- 
tions of  the  applicant  to  teach.  Doctor  Draper  made  this  subject 
a leading  Department  measure.  He  caused  to  be  introduced  into 
the  Legislature  of  1887  a bill  providing  for  the  uniform  examina- 
tion and  certification  of  teachers.  This  bill  passed  the  Legislature 
but  was  vetoed  by  Governor  Hill.  However,  the  passage  of  the 
bill  by  the  Legislature  and  its  veto  by  the  Governor  brought  the 
whole  question  to  the  attention  of  the  public.  It  was  thoroughly 
discussed  by  the  press,  by  educational  organizations  and  by  leading 
citizens  throughout  the  State.  After  examining  the  statutes  care- 
fully Doctor  Draper  decided  that  he  possessed  the  necessary  au- 
thority, without  legislation,  to  prescribe  the  regulations  under  which 
the  school  commissioners  of  the  State  should  examine  and  license 
the  teachers  employed  in  the  public  schools.  The  question  was 


83 


submitted  to  Attorney  General  Tabor  who  rendered  a decision 
sustaining  the  opinion  of  Superintendent  Draper.  The  State  Super- 
intendent did  not,  however,  make  a general  order  directing  school 
commissioners  to  examine  and  license  teachers  under  the  regula- 
tions which  he  prescribed.  He  did  promulgate  such  regulations 
but  school  commissioners  were  advised  by  him  that  they  might  act 
upon  their  discretion  in  the  acceptance  of  such  regulations.  Sixty- 
nine  out  of  1 13  of  such  commissioners  voluntarily  accepted  these 
regulations  and  within  one  year  every  school  commissioner  of  the 
State  had,  on  his  own  action,  adopted  the  rules  prescribed  by  the 
State  Superintendent.  This  new  method  of  examining  and  certify- 
ing teachers  resulted  in  driving  thousands  of  incompetent  teachers 
out  of  the  teaching  service.  The  plan  was  generally  regarded  as 
one  of  the  great  reforms  inaugurated  by  Doctor  Draper  during  his 
service  as  State  Superintendent  of  Public  Instruction. 

Another  subject  which  was  receiving  prominent  attention  by  the 
leading  teachers  of  the  State  at  that  time  was  the  establishment  of 
a course  of  study  for  ungraded  schools.  There  were  courses  of 
study  for  high  schools  and  for  the  graded  schools  of  cities  and 
villages.  These  courses  of  study  were  regarded  as  being  of  great 
service  to  the  schools  in  which  they  were  used.  It  was  therefore 
asserted  that  courses  for  the  ungraded  schools  would  exercise  a 
like  benefit  upon  such  schools.  There  was  at  that  time  no  guide  of 
any  character  to  aid  the  teachers  in  their  work  in  the  ungraded 
schools.  There  was  no  record  in  the  district  to  show  the  work 
which  a single  pupil  had  accomplished  at  the  close  of  the  term. 
Teachers  in  the  majority  of  these  schools  changed  every  term. 
New  teachers  had  no  means  of  knowing  what  work  the  children 
had  accomplished.  The  pupils  would  generally,  at  the  opening  of 
each  term,  start  at  work  in  the  beginning  of  their  books  and  march 
over  the  same  ground  which  they  had  traveled  during  the  previous 
term.  The  real  necessity  of  planning  school  work  according  to  the 
advancement  and  capacity  of  the  pupils  and  of  employing  some 
agency  to  measure  the  efficiency  of  the  work  which  the  pupils 
performed  was  recognized  by  the  best  teachers  and  supervisory 
school  officers  of  the  State.  This  could  not  be  done  by  the  great 
majority  of  teachers.  Only  the  teacher  of  wide  experience,  of 
liberal  education,  and  of  broad  views  of  the  purpose  of  elementary 
education  was  competent  to  do  this  work.  A general  course  adapted 
to  the  whole  State  was  therefore  necessary.  The  law,  however, 
conferred  upon  the  authorities  of  each  district  the  power  to  pre- 


S4 


scribe  courses  of  study.  The  first  question  naturally  was,  How 
may  this  provision  of  the  law  be  obviated  and  general  courses  pre- 
scribed for  the  entire  State? 

The  uniform  system  of  examinations  prescribed  for  the  certifica- 
tion of  teachers  by  the  State  Superintendent  had  been  put  into 
operation  through  the  voluntary  action  of  school  commissioners. 
It  had  become  a successful  and  popular  measure.  The  school  com- 
missioners and  superintendents  who  had  cooperated  with  the  State 
Superintendent  in  the  adoption  of  that  plan  for  the  examination 
and  licensing  of  teachers  naturally  saw  that  a similar  plan  in  the 
establishment  of  courses  of  study  and  in  determining  the  promotion 
of  pupils  might  be  adopted  upon  some  similar  basis.  There  had 
been  no  friction  whatever  in  the  establishment  of  the  uniform  system 
of  examinations  for  teachers  and  it  was  believed  that  a similar 
plan  in  the  establishment  of  courses  of  study  and  of  examinations 
for  the  ungraded  schools  might  be  put  into  operation  under  a similar 
movement. 

Therefore,  in  1889,  two  groups  of  teachers  and  superintendents 
proposed  for  their  schools  voluntary  courses  of  study  including  a 
system  of  examinations.  It  was  believed  that  these  courses  of 
study  and  examinations  would  encourage  pupils  to  remain  in  school 
longer,  would  afford  continuous  study  without  loss  of  time,  would 
provide  definite  and  efficient  instruction,  would  offer  a rational 
plan  to  aid  in  the  determination  of  promotions  from  grade  to  grade, 
and  would  afford  final  graduation  on  making  the  examinations  set 
therefor.  One  of  these  groups  consisted  of  the  superintendents, 
school  commissioners  and  principals  in  the  counties  of  Montgomery, 
Fulton  and  Herkimer.  The  other  group  consisted  of  twenty-two 
school  commissioners  in  the  counties  of  Broome,  Chautauqua, 
Chenango,  Cortland,  Genesee,  Jefferson,  Madison,  Niagara,  Oswego, 
Orleans,  Queens,  Seneca,  Suffolk,  Tioga,  Tompkins,  Ulster  and 
Wayne. 

The  State  Department  had  no  connection  with  the  original  organi- 
zation of  this  course  of  study  and  these  examinations.  The  adop- 
tion of  the  course  of  study  and  of  the  grade  examinations  was 
entirely  optional  with  local  school  authorities.  Other  school  com- 
missioners gradually  became  interested  in  the  plan  until  the  system 
was  extended  throughout  the  entire  State.  After  the  system  had 
become  operative,  the  State  Department  of  Public  Instruction  was 
recpiested  by  the  Association  of  School  Commissioners  to  give  that 
body  financial  assistance  in  meeting  the  expenses  incurred  in  the 


85 


operation  of  this  scheme  of  examinations.  The  expense  was  be- 
coming considerable  and  in  many  of  the  school  commissioner  dis- 
tricts was  paid  by  the  school  commissioner  out  of  his  salary.  In 
some  counties  boards  of  supervisors  paid  the  expenses  of  printing, 
etc.  The  State  Department  then  began  to  print  the  questions  and 
to  accept  from  time  to  time  the  responsibility  of  other  matters. re- 
lated to  this  system  of  examinations.  There  was  gradually  de- 
veloped, therefore,  a complete  scheme  of  examinations  and  certifi- 
cation based  thereon  for  those  schools  in  which  Regents  examinations 
were  not  given. 

When  these  examinations  were  first  established,  the  Regents 
examinations  were  given  in  only  300  high  schools  and  academies  of 
the  State.  At  that  time  the  Regents  had  jurisdiction  over  the 
academies  of  the  State  and  the  courses  of  study  in  the  academic 
departments  of  union  free  school  districts.  Advanced  courses  of 
study  were  maintained  in  the  schools  of  many  of  the  larger  villages 
of  the  State,  but  these  schools  had  not  yet  organized  academic  de- 
partments and  been  admitted  to  the  University  by  the  Regents. 
They  were,  therefore,  not  entitled  to  hold  Regents  examinations. 
It  was  natural  enough  for  those  associated  with  these  schools  to 
argue  that  if  courses  of  study  and  Regents  examinations  were  an 
aid  in  the  development  of  broader  work,  of  higher  standards  and  of 
more  efficient  instruction  in  the  schools  in  which  they  were  used, 
similar  courses  of  study  and  examinations  would  exert  similar  in- 
fluences in  the  other  schools  of  the  State  which  could  not  have  the 
advantages  of  Regents  courses  and  examinations. 

It  should  be  observed,  therefore,  that  the  movement  in  the  estab- 
lishment of  the  grade  examinations  grew  out  of  the  necessity  for 
some  uniformity  of  standard  of  this  kind ; that  it  was  influenced 
largely  by  the  uniform  system  of  examinations  and  the  Regents 
examinations ; that  it  was  developed  by  the  leading  supervisory 
school  officers  and  teachers  of  the  State,  and  that  its  general 
direction  and  supervision  was  gradually  but  naturally  forced  upon 
the  State  Department. 

During  the  past  twenty-five  years  academic  departments  have 
been  organized  in  the  schools  of  all  villages  in  the  State  of  any 
considerable  size.  This  gives  to  all  these  schools  the  privileges  of 
Regents  examinations.  The  number  of  high  schools  and  academies 
in  which  Regents  examinations  are  held  has  increased  from  300, 
the  number  of  such  institutions  at  the  time  the  grade  examinations 
were  first  adopted,  to  approximately  1000.  The  Regents  preliminary 


86 


examinations  are  also  held  in  several  hundred  other  small  schools^ 
under  the  supervision  of  district  superintendents,  in  centers  acces- 
sible to  the  children  attending  the  rural  schools.  Regents  preaca- 
demic examinations  are  therefore  within  the  reach  of  any  boy  or 
girl  who  may  desire  to  take  them. 

This  increase  of  academic  schools  and  the  extension  of  Regents 
examinations  has  materially  restricted  the  use  of  the  grade  ex- 
aminations. Such  examinations  are  now  used  almost  exclusively 
in  the  schools  under  the  supervision  of  district  superintendents.. 
They  are  also  restricted  to  the  fifth,  sixth  and  seventh  grades  of 
such  schools.  They  are  not  required  under  Department  regula- 
tions. They  are  wholly  optional  and  not  a single  school  in  the 
State  is  required  to  take  them.  They  serve  as  a partial  basis  in  the 
determination  of  promotions  in  rural  schools  and  also  in  the  ele- 
mentary grades  of  some  of  the  village  schools  under  the  Regents. 
It  is  also  undoubtedly  true  as  claimed  that  the  use  of  these  examina- 
tions is  a force  which  often  compels  the  inefficient  teacher  to  do 
more  thorough  work.  The  examination  paper  is  based  upon  the 
matter  included  in  the  Syllabus  for  Elementary  Schools.  This 
syllabus  is  the  teacher’s  guide  in  the  instruction  which  she  gives  to 
her  pupils  and  she  knows  that  the  examination  based  upon  what 
she  is  expected  to  include  in  her  classroom  instruction  will  reveal 
neglect  in  the  presentation  of  .matter  to  her  class  as  well  as  her 
inefficiency  in  presenting  it.  The  examination,  properly  conducted, 
is  therefore  an  agency  used  to  measure  the  capacity  and  efficiency 
of  the  teacher  as  well  as  to  determine  in  a degree  the  right  of  a 
pupil  to  promotion.  The  use  of  these  examinations  is  also  a 
means  of  inducing  many  boys  and  girls,  living  in  the  country  dis- 
tricts, to  enter  the  Regents  preacademic  examinations  and  obtain 
credentials  issued  by  State  authority  showing  that  they  have  com- 
pleted the  elementary  school  course  prescribed  by  the  State,  and 
which  entitle  them  to  admission  to  a high  school.  By  this  means 
many  children  in  the  remote  sections  of  the  State  are  encouraged  fo 
look  forward  toward  the  high  school  and  to  think  of  and  plan  for 
advanced  study. 

The  pupils  in  the  fifth  grade  are  generally  from  ii  to  12  years  of 
age ; those  in  the  sixth  grade  from  12  to  13  ; and  those  in  the  seventh 
grade  from  13  to  14.  If  examinations  are  to  form  a part  of  the 
basis  of  determining  the  promotion  of  children  of  these  ages,  the 
questions  used  therein  should  be  prepared  with  great  care  and  by 


87 


an  experienced  board  whose  members  are  familiar  with  the  capacity 
of  such  young  children  and  the  work  which  is  adapted  to  them. 
The  teachers  employed  in  the  schools  which  use  these  examinations 
are,  as  a rule,  those  of  the  poorest  scholarship,  the  least  training 
and  experience.  More  intelligence  and  skill  is  required  in  the 
preparation  of  suitable  questions  to  test  the  work  of  the  children  in 
the  grades  than  in  the  preparation  of  questions  for  any  other  class 
of  pupils.  District  superintendents  are  not  able  to  inspect  schools 
to  the  extent  that  their  contact  with  the  schools  will  enable  them  to 
assume  responsibility  for  the  promotion  of  pupils.  If  the  grade 
examinations  were  to  be  discontinued,  the  teachers  employed  in  the 
rural  schools  would  be  compelled  to  assume  this  responsibility  sub- 
ject to  such  general  direction  and  oversight  as  district  superin- 
tendents might  give.  There  are  207  district  superintendents  in  the 
State  and  they  have  under  their  supervision  about  10,500  schools,  or 
an  average  of  50  schools  to  each  superintendent.  The  average 
number  of  days  that  school  is  maintained  in  the  schools  under 
the  supervision  of  district  superintendents  is  169.  This  affords 
district  superintendents  about  three  days  a year  on  the  average 
for  each  school,  provided  they  are  able  to  give  their  whole  time  to 
the  inspection  of  schools  when  schools  are  in  session.  There  are, 
however,  many  other  duties  in  connection  with  the  schools  under 
their  supervision  which  these  officers  must  perform.  The  Depart- 
ment’s instruction  to  them  is  that  they  shall  devote  the  greater  part 
■of  their  supervision  and  inspection  to  their  weaker  schools,  or  to 
the  schools  which  have  the  most  inexperienced  and  the  poorest 
teachers.  Of  course,  there  should  be  many  schools  under  a super- 
intendent to  which  he  gives  more  than  three  days’  attention,  but 
there  are  many  others  which  receive  less  than  the  three  days’ 
attention.  The  impossibility  of  a superintendent  under  these  con- 
ditions sharing  much  of  the  responsibility  in  determining  the  pro- 
motion of  pupils  is  clearly  understood. 

In  the  schools  of  the  cities  and  villages  examinations  are  given 
in  the  fifth,  sixth  and  seventh  grades.  The  effective  organization 
and  the  qualifications  of  the  teachers  employed  in  the  cities  and 
villages  enables  the  school  authorities  in  such  places  to  provide 
local  examinations  which  the  organization  and  teaching  force  in 
the  supervisory  districts  can  not  now  provide.  Until  the  rural 
schools  are  reorganized  and  greatly  reduced  in  number  by  con- 
solidation, so  that  superintendents  may  devote  more  time  to  the 


88 


supervision  of  a single  school  and  give  greater  personal  direction  to 
the  work  of  his  teachers,  and  until  teachers  employed  in  the  rural 
schools  possess  qualifications  which  are  the  equal  of  the  qualifica- 
tions of  the  teachers  employed  in  the  cities  and  villages,  it  seems 
unwise  to  discontinue  these  examinations. 

It  should  not  be  inferred,  however,  from  what  has  been  stated 
that  there  are  no  weak  points  in  the  system  of  grade  examinations. 
There  is  one  defective  feature  which  seriously  cripples  the  effective- 
ness of  the  whole  system.  If  the  teachers  employed  in  the  schools 
using  these  examinations  are  not  competent  to  prepare  examination 
papers,  and  are  not  competent  to  determine  upon  the  promotion  of 
pupils  without  direction  or  guidance,  then  it  must  follow  that  such 
teachers  are  not  qualified  to  rate  these  papers  and  determine  a 
standard  thereon  which  is  considered  an  important  factor  in  deter- 
mining the  promotion  of  pupils.  This  is  the  weak  point  in  the 
system.  Many  of  the  superintendents  have  organized  their  teachers 
and  given  them  direction  and  assistance  in  the  rating  of  the  papers 
written  in  the  grade  examinations  so  that  there  is  in  such  districts 
an  acceptable  standard.  In  supervisory  districts  where  papers  are 
rated  by  teachers  without  such  supervision,  the  papers  are  not 
generally  examined  or  read  with  the  care  and  skill  necessary  to 
establish  an  acceptable  standard.  In  such  districts  the  examination 
falls  far  short  of  serving  the  purpose  for  which  it  is  maintained. 

TOWNSHIP  SYSTEM 

The  present  school  district  system  had  its  origin  in  the  law 
enacted  in  1795.  The  changes  in  the  condition  of  the  country  and 
the  advancement  in  our  civilization  have  been  tremendous  since 
that  date.  When  schools  were  organized  under  this  law,  it  was  on 
the  plan  of  associated  effort.  The  inhabitants  in  settled  portions 
of  the  State  banded  together  for  the  purpose  of  maintaining  a 
school.  As  the  settlement  and  development  of  the  country  ex- 
tended, new  associations  were  organized  and,  under  the  law  of 
1812,  school  districts  were  formed,  the  entire  territory  of  the  State 
being  organized  into  such  districts.  The  simplicity  of  the  course 
of  study,  the  number  of  children  to  receive  instruction  and  the 
relatively  small  expenditure  for  the  maintenance  of  a school  enabled 
the  people  of  the  State  in  these  early  days  to  maintain  satisfactory 
schools  in  the  plan  of  the  school  district  organization.  Such  plan 
does  not  meet  the  conditions  of  1914. 


In  this  State  there  are  1400  school  districts  having  an  assessed 
valuation  of  $20,000  or  less.  There  are  4000  districts  having  an 
assessed  valuation  of  $40,000  or  less.  This  means  that  each  of 
these  4000  districts  must  depend  for  its  financial  support  on  ten 
farms  with  an  average  value  of  $4000.  In  about  one-half  of  these 
districts  the  average  daily  attendance  is  less  than  ten.  It  is  not 
possible  to  maintain  a successful  school  with  so  few  children  and 
with  so  little  property  for  its  support,  and  accomplish  the  results 
demanded  of  rural  schools  in  this  age.  The  two  most  essential 
elements  in  the  maintenance  of  a school  are  a sufficient  number 
of  children  to  grade  it  properly  and  a sufficient  amount  of  taxable 
property  to  support  it  without  such  taxation  being  burdensome. 
These  two  elements  of  school  organization  are  being  recognized 
throughout  the  entire  country  and  for  several  years  there  has  been 
a movement  favorable  to  the  consolidation  of  weak  country  school 
districts  so  that  a greater  number  of  children,  a larger  amount  of 
taxable  property,  and  more  public  funds  may  be  brought  to  the 
support  of  a single  school.  There  has  been  no  movement  in  recent 
years  looking  to  the  improvement  of  the  educational  facilities  in  the 
agricultural  sections  of  the  State,  which  is  of  more  importance  than 
the  one  intended  to  bring  about  the  consolidation  of  the  weak  school 
districts  throughout  the  State.  The  law  should  be  amended  by  pro- 
viding that  when  a superintendent  consolidates  two  or  more  dis- 
tricts the  one  district  shall  receive  the  same  amount  of  State  funds 
that  it  would  receive  if  consolidated  by  vote  of  the  districts. 

One  great  injustice  in  the  present  plan  is  the  inequality  of  taxa- 
tion. An  inequality  in  taxation  for  school  purposes  means  an  in- 
equality in  educational  opportunity.  School  districts  have  been 
formed  without  reference  in  any  w^ay  to  assessed  valuations.  One 
district  may  have  an  assessed  valuation  of  $148,000  and  an  adjoin- 
ing district  a valuation  of  only  $16,000.  The  latter  district  may 
have  as  many  children  to  educate  as  the  former  but  the  inequality 
of  taxation  is  apparent.  Then,  too,  some  of  the  children  residing 
in  the  weaker  district  may  live  one  mile  nearer  the  school  in  the 
other  district.  Why  should  not  such  children  attend  the  school 
which  is  most  accessible  to  them?  The  following  information 
relative  to  the  rate  of  taxation  and  the  cost  per  pupil  of  maintaining 
schools  in  several  towns  located  in  different  parts  of  the  State  w^as 
taken  from  the  last  annual  reports  of  district  superintendents: 


90 


COST  PER 

COUNTY  DISTRICT  TAX  RATE  PUPIL 

Albany..' 13  Berne .0096  $36  20 

“ I “ 0042  16  36 

Allegany 8 Burns .0074  51  29 

5 “ .0045  17  85 

Cattaraugus 13  Franklinville .0085  22  20 

3 “ 0034  15  41 


Clinton 

U 


10 

5 


Saranac 

U 


•035  30  83 

.010  10  00 


Cortland 

(( 


II  Preble 
8 


.0123  67  44 

.0054  19  74 


Delaware 

U 


17  Andes 
12  “ 


.02  32  36 

.0081  15  51 


Dutchess 

U 


10  East  Fishkill .007  39  68 

13  “ “ 0023  13  37 


Erie 

U 


Franklin 


Fulton 

U 


I 

Wales 

.0075 

38  15 

8 

.0014 

14  47 

18 

Malone 

• 0053 

27  27 

13 

.003 

6 97 

I 

Northampton 

.oil 

23  28 

8 

“ 

.0037 

13  01 

Similar  illustrations  from  other  counties  of  the  State  could  be 
taken  from  the  official  records  to  show  that  the  same  condition  of 
inequality  of  taxation  for  school  purposes  exists  in  every  town  of 
the  State. 

For  twenty-five  years  I have  carefully  studied  the  administration 
of  our  rural  schools  and  have  had  very  much  to  do  with  their  man- 
agement and,  in  the  light  of  this  experience,  the  best  judgment 
which  I now  possess  leads  to  the  irresistible  conclusion  that  the 
great  improvements  which  should  be  made  in  our  rural  schools  can 
not  be  accomplished  until  the  township  is  made  the  administrative 
unit  for  the  management  of  these  schools.  Until  the  township  unit 
may  be  substituted  for  the  school  district  unit,  our  great  hope  is  in 
the  consolidation  of  weak  school  districts,  as  authorized  by  the  law 
of  1913.  Within  the  next  few  years  district  superintendents  should 
reduce  the  number  of  these  districts  from  10,500  to  less  than  5000. 
When  this  result  is  accomplished  the  rural  schools  will  be  able  to 
maintain  the  curriculum  adapted  to  the  present  needs  of  the  sections 
of  the  State  in  which  such  schools  are  located  and  to  pay  salaries 
which  will  command  the  teachers  who  have  the  preparation  and 
training  to  direct  properly  the  work  of  these  schools.  When  these 


91 


things  are  accomplished  imagine  the  five  thousand  or  less  rural 
schools  in  this  State,  giving  instruction  to  the  boys  and  girls  from 
every  farm  and  performing  the  kind  of  service  which  such  schools 
should  render  for  a period  of  ten  years,  and  then  imagine  what  the 
effect  would  be  upon  our  agricultural  interests  and  upon  the  life  of 
the  State. 

Thousands  of  dollars  are  wasted  every  year  under  the  present 
system  of  collecting  taxes  in  country  school  districts.  Very  often 
large  sums  of  taxes  remain  uncollected ; in  many  cases  proper  re- 
turns are  not  made ; quite  frequently  taxes  do  not  find  their  way  into 
the  treasury  through  the  negligence  of  officers  or  for  other  reasons. 
You  can  appreciate  the  impossibility  of  organizing  any  effective 
kind  of  audit  over  our  10,500  school  districts.  The  task  is  too 
stupendous  to  undertake.  If  the  schools  were  on  the  basis  of  the 
township  organization  instead  of  the  district  organization,  the  town 
collector  would  collect  all  funds  for  school  purposes  at  the  same 
time  that  he  collects  all  other  taxes  levied  upon  town  property  and 
this  tax  would  be  paid  into  the  treasury  of  the  school  board  for  the 
town.  The  whole  question  of  taxation,  so  far  as  schools  are  con- 
cerned, would  be  simplified  and  the  inequality  which  now  exists 
throughout  the  several  towns  of  the  State  would  be  eliminated. 

Unbusinesslike  methods  prevail  under  the  present  system  of 
school  administration.  A town  may  have  eleven  school  districts  and 
many  have  more.  In  that  town  are  eleven  boards  of  trustees,  each 
of  which  gives  but  little  attention  to  school  conditions  and  neces- 
sities. Each  does  what  is  absolutely  necessary  in  order  to  organize 
the  school  and  maintain  it,  and  does  but  little  more.  If  there  could 
be  substituted  in  such  town  one  board  of  five  or  seven 
members,  serving  without  pay  and  selected  at  a special  town 
school  meeting  where  no  questions  other  than  school  mat- 
ters are  considered,  and  this  one  board  performed  the 
work  which  is  now  performed  by  eleven  separate  boards,  the 
result  would  be  the  adoption  of  business  methods,  an  economy  of 
expenditure,  and  an  increased  efficiency  in  the  management  of  the 
schools  in  every  particular.  By  the  substitution  of  this  adminis- 
trative unit,  the  compulsory  attendance  law  could  be  made  more 
effective,  the  chief  difficulties  in  connection  with  medical  inspection 
would  be  solved,  the  ability  of  superintendents  to  inaugurate  plans 
for  the  advancement  of  the  schools  and  the  improvement  of  school 
property  would  be  greatly  increased  by  an  agreement  with  only  one 
board  where  an  understanding  is  now  required  with  ten  or  fifteen 
boards.  An  expert  in  agricultural  work  could  be  employed  for  each 


92 


town,  a practical  and  valuable  system  of  school  libraries  could  be 
operated,  the  transfer  of  teachers  from  one  school  district  to 
another  in  the  same  town,  when  local  conditions  made  such  transfer 
advisable,  would  be  possible,  and  the  adoption  of  textbooks  could 
be  placed  upon  an  improved  and  satisfactory  basis.  Increased  au- 
thority could  safely  be  given  to  district  superintendents  under  such 
a scheme  of  organization.  Whole  towns  could  be  united  and  in- 
terested in  the  great  rural  problems  which  now  confront  the  people 
in  the  agricultural  sections.  The  schoolhouse  would  become  the 
meeting  place  for  social,  recreational  and  agricultural  purposes  and 
special  functions  along  all  these  lines  would  be  provided  to  meet  the 
educational  necessities  of  the  community. 

There  has  been  widespread  opposition  to  what  is  generally  known 
as  the  township  system  of  schools.  This  is  due  partially  to  a mis- 
understanding on  the  part  of  the  people  in  the  rural  districts  as  to 
what  that  system  is.  Many  of  the  people  believe  that  the  adoption  ’ 
of  the  township  system  means  that  some  of  the  powers  and  rights 
of  the  localities  are  to  be  taken  from  them  and  centralized  in  the 
State.  No  such  change  is  contemplated  under  this  system.  All  the 
functions  now  exercised  by  local  boards  in  the  several  districts  of 
the  State  would  continue  to  be  exercised  by  local  authorities. 
Under  the  proposed  plan,  larger  powers  would  be  given  to  local 
authorities,  but  the  local  authority  would  be  a larger  unit.  Such 
authority  would  be  the  town  instead  of  a fragment  of  a town. 
When  the  schools  of  an  entire  town  are  under  the  business  ad- 
ministration of  a single  board  and  that  board  is  chosen  directly  by 
the  voters  of  the  town  at  a meeting  called  especially  for  that  pur- 
pose, it  is  evident  that  larger  powers  and  more  authority  may  be 
placed  in  the  hands  of  such  a responsible  body  of  men.  We  should 
enter  upon  a campaign  of  education  on  this  question  but  we  should 
not  enter  upon  an  aggressive  campaign  for  the  adoption  of  this 
system  until  the  organized  and  intelligent  farmers  of  the  State  ex- 
press approval  of  the  plan  and  are  willing  to  cooperate  in  such  a 
movement.  If  the  State  Grange,  the  State  Agriculture  Society,  the 
State  Conference  on  Taxation  and  the  Association  of  District 
Superintendents  would  come  to  the  support  of  this  movement  and 
would  jointly  cooperate  with  the  Education  Department,  it  is  my 
judgment  that  we  should  be  willing  to  undertake  the  labor  which 
such  a plan  would  involve.  I have  no  hesitancy  in  saying  that, 
after  an  experience  of  twenty-five  years  in  rural  school  work,  the 
adoption  of  the  township  system  would  prove  to  be,  next  to  the 


93 


rural  supervision  plan  recently  adopted,  one  of  the  greatest  uplifting 
forces  in  the  improvement  of  our  country  schools  and  of  rural  life 
generally  that  has  been  put  into  operation  since  the  organization  of 
our  public  school  system. 

INDIAN  SCHOOLS 

The  contract  with  the  Irving  district  for  the  instruction  of  the 
Indian  children  in  district  i,  Cattaraugus  reservation,  has  been  con- 
tinued during  the  year  with  satisfactory  results.  It  seems  desirable, 
wherever  possible,  to  educate  Indian  children  in  schools  with  white 
children.  The  advantages  of  such  an  arrangement  seem  to  out- 
weigh the  disadvantages.  The  Indian  children  learn  the  English 
language  much  more  rapidly  under  such  conditions  and  incidentally 
gain  much  valuable  knowledge  of  the  manners  and  customs  of 
white  people. 

Indian  children  are  being  educated  under  four  conditions  that 
differ  materially,  namely,  in  day  schools  on  the  reservations,  in 
boarding  schools  on  or  near  the  reservations,  in  day  schools  off  the 
reservations,  in  boarding  schools  off  the  reservations.  Each  of 
these  plans  has  advantages  and  disadvantages.  Boarding  schools 
have  the  children  under  more  perfect  control  and  are  able  to  train 
them  in  habits  of  regularity,  industry  and  morality  more  efficiently 
than  is  possible  in  the  day  schools  that  are  often  hampered  in  their 
work  by  home  conditions,  short  hours,  irregularity  of  attendance 
and  the  intermittent  use  of  English.  On  the  other  hand,  the  day 
school  is  more  potent  in  its  influence  on  the  homes  and  has  a better 
opportunity  for  developing  self-reliance  and  training  the  children  to 
meet  the  conditions  of  their  environment.  Possibly  a combination 
of  the  two,  day  schools  for  the  younger  children  and  boarding 
schools  on  the  various  reservations  for  the  older  boys  and  girls, 
would  best  meet  the  conditions.  Such  an  arrangement  would  make 
provision  for  industrial  training  that  can  not  be  effectively  given  in 
the  day  schools. 

In  relative  value  in  educating  Indian  children  the  schools  may  be 
arranged  as  follows : the  white  day  school,  the  reservation  day 
school,  the  reservation  boarding  school,  the  nonreservation  boarding 
school.  It  is  questionable  whether  it  is  desirable  to  have  Indian 
children  go  a long  way  from  home  to  be  educated,  unless  they  are 
to  remain  away  from  the  reservations.  General  Pratt’s  idea  in 
starting  the  Carlisle  school  was  to  scatter  the  Indians  and  thus 
break  up  the  reservations'.  In  practice,  his  plan  has  not  worked  in 


94 


that  way  and  many  children  educated  far  from  their  reservations 
have  returned  to  an  environment  for  which  their  education  has  not 
fitted  them,  with  trades  in  which  they  can  find  no  employment  on  the 
reservations.  It  seems  better  for  the  majority  of  the  Indian  chil- 
dren to  receive  their  education  on  or  near  the  reservations  on  which 
they  are  likely  to  spend  their  lives. 

The  Indian  reservations  need  a complete  school  system,  including 
elementary  schools  and  an  advanced  school  for  each  reservation. 
The  elementary  schools  may  be  day  schools  ; the  advanced  schools 
should  have  provisions  for  boarding  pupils,  at  least  through  the 
school  week.  The  Cattaraugus  reservation  has  the  parts  of  such 
a system  but,  strange  to  say,  the  parts  have  no  proper  relation  ta 
each  other.  Both  parts  are  maintained  by  the  State,  one  through 
the.  State  Education  Department  and  the  other  by  means  of  an  ap- 
pointed board  of  managers.  These  parts  are  not  properly  articulated 
and  the  result  is  loss  of  efficiency.  The  Allegany  reservation  also 
has  the  two  parts  of  what  might  be  made  an  efficient  school  system,, 
one  part,  however,  under  private  control  and  working  independently 
of  the  other.  In  both  instances  the  work  of  each  part  overlaps  the 
other  and  detracts  from  the  educational  efficiency  of  the  whole. 

The  St  Regis  reservation  has  elementary  schools  only  and  there 
it  is  possible  and  desirable  to  work  out  a complete  educational 
system  under  a single  head.  It  requires  only  that  a central  school  be 
organized  to  receive  the  children  at  the  beginning  of  the  seventh 
year  and  round  out  their  education  with  emphasis  upon  the  in- 
dustrial side.  This  central  school  might  properly  be  largely  agri- 
cultural and  should  be  a social  center.  All  the  teachers  on  the 
reservation  should  live  in  or  near  this  central  school  and  be  trans- 
ported to  their  schools  each  day.  This  feature  would  help  greatly 
in  securing  and  retaining  teachers  of  the  right  sort. 

The  educational  work  on  the  reservations  must  extend  beyond  the 
schools.  Industry  must  be  encouraged  and  taught  among  the  people 
generally.  Agriculture  is  the  chief  reliance  of  the  Indians  because 
their  capital  is  land.  This  capital  is  largely  lying  idle  or  is  yielding 
small  returns.  One  feature  of  a proper  educational  policy  must  be 
instruction  in  farming  and  truck  gardening.  The  State  Agricultural 
Department,  the  State  College  of  Agriculture  and  the  United  States 
Agricultural  Department  should  cooperate  with  the  State  Educa- 
tion Department  in  this  work.  At  least  one  expert  in  practical 
farming  should  be  employed  to  carry  on  the  work.  A fund  is 
needed  from  which  money  may  be  loaned  to  Indians  for  the  pur- 
chase of  tools. 


95 


Educational  work  on  the  reservations  is  dependent  in  no  small 
degree  on  health  conditions.  It  is  gratifying  to  know  that  recent 
changes  in  the  health' laws  of  the  State  are  likely  to  result  in  more 
effective  sanitary  measures  among  the  Indians. 

As  law  and  order  are  essential  in  any  community,  it  requires  no 
argument  to  show  that  adequate  machinery  for  the  enforcement  of 
law  must  be  provided  on  the  reservations  as  a necessary  basis  for 
the  efficient  maintenance  of  schools.  Such  machinery  does  not  at 
present  exist  on  the  reservations  of  New  York  and  should  be  at 
once  provided. 

It  can  not  be  said  that  there  is  or  ever  has  been  any  extravagant 
use  of  money  in  maintaining  the  common  schools  on  the  Indian 
reservations.  In  fact,  the  appropriations  have  been  entirely  too 
small  to  provide  the  necessary  equipment  and  to  secure  and  retain 
the  kind  of  teachers  the  work  demands.  The  schools  should  be 
made  models  of  their  kind,  well  equipped  from  the  sanitary  and 
social,  as  well  as  from  the  scholastic  and  industrial,  standpoint.  A 
majority  of  the  children  get  all  their  education  in  these  rural  schools, 
and  all  of  them  get  their  first  and  most  lasting  impressions  there. 
The  State  does  not  put  a proper  estimate  on  the  value  of  the  thirty- 
three  common  schools  of  the  Indian  reservations  in  the  solution  of 
its  Indian  problem. 

The  ultimate  end  to  be  kept  in  view  in  educational  work  on  the 
reservations  is  the  dissolution  of  tribal  relations,  the  allotment  of 
the  land  in  severalty  and  the  assimilation  of  the  people  with  the 
white  race.  It  should  not  be  overlooked,  however,  that  preparation 
for  these  events  is  essential.  The  Indians  are  not  yet  ready  for 
citizenship  and  all  that  it  implies.  They  still  fear  the  white  man, 
not  wholly  without  cause,  and  cling  to  present  conditions.  It  would 
be  unwise  to  force  a radical  change  at  this  time.  Steady  progress 
toward  the  goal  seems  to  be  a truer  policy.  The  present  pace  is 
altogether  too  slow  but  it  is  quite  possible  to  go  too  fast.  The 
way  is  clearly  through  the  path  of  education  broadly  defined  and 
intelligently  and  vigorously  pursued. 

Indians  now  lack  many  of  the  elements  essential  to  success  in 
modern  community  life.  They  lack  initiative,  ambition,  persever- 
ance, judgment,  standards  of  morality  and,  above  all,  leadership. 
Until  these  are  developed  the  Indians  can  not  make  their  way  un- 
aided in  competition  with  the  active,  capable  and  often  unscrupu- 
lous white  man. 

Statistics  for  the  past  year  are  as  follows : 


96 


Number  of  children  in  reservation  schools 819 

Number  of  children  in  other  schools 284 

Number  of  children  under  6 years  of  age 429 

Number  of  school  days  in  the  year i8o 

Aggregate  days’  attendance 87261 

Number  of  teachers  employed 36 

Number  of  school  buildings 33 


SCHOOLS  FOR  THE  BLIND 

The  number  of  pupils  in  institutions  for  the  blind  has  decreased 
during  the  year.  This  decrease  has  been  chiefly  in  the  New  York 
institution  and  is  largely  due  to  the  fact  that  the  public  schools  of 
the  city  of  New  York  are  providing  instruction  for  the  blind.  Ap- 
proximately 43  per  cent  of  the  total  number  of  blind  pupils  are  now 
in  the  public  day  schools. 

Provision  for  the  education  of  the  blind  seems  to  be  ample  as  the 
number  of  blind  children  of  school  age  does  not  materially  increase. 

In  view  of  the  fact  that  music  is  a specialty  in  schools  for  the 
blind  and  is  carried  farther  than  in  most  schools,  with  a view  to 
providing  the  blind  with  a remunerative  occupation,  it  seems  de- 
sirable that  a high  standard  of  work  be  maintained  in  this  branch. 
It  is  suggested  that  an  expert  in  the  details  of  instruction  be  asked 
to  inspect  the  music  departments  of  schools  for  the  blind  and  re- 
port upon  their  efficiency.  Such  reports  could  be  made  the  basis  of 
a standardization  of  musical  courses  for  the  blind. 

SCHOOLS  FOR  THE  DEAF 

New  York  has  more  schools  for  the  deaf  and  more  deaf  children 
in  school  than  any  other  state.  This  is  not  a condition  of  which  to 
boast  but  a situation  that  places  great  responsibility  upon  the  State. 

The  kind  and  quality  of  education  that  is  being  provided  for  the 
deaf  is  important  and  deserves  serious  consideration.  It  is 
pleasanter  to  describe  the  excellent  features  of  our  schools  but  it  is 
often  profitable  to  note  the  weak  spots  with  a view  to  strengthening 
them. 

The  schools  for  the  deaf  in  New  York  may  compare  favorably 
with  those  of  other  states  but  it  is  nevertheless  a fact  that  they  are 
not  so  good  as  they  should  be.  Only  twenty-six  pupils  were  gradu- 
ated from  the  ten  institutions  for  the  deaf  last  year,  and  twenty- 
three  were  dropped  from  school  without  graduation  because  their 
time  had  expired.  To  get  the  full  significance  of  these  facts  it  is 


97 


necessary  to  note  that  a deaf  child  entering  school  at  6 years  of 
age  may  remain  for  fourteen  years  and  even  longer.  Something 
must  be  wrong  with  the  standard  of  graduation,  with  the  capacity 
of  deaf  pupils  or  with  the  instruction,  when  so  few  complete  the 
prescribed  course  and  so  many  are  dropped  without  having  com- 
pleted the  course  because  the  time  limit  has  been  reached. 

To  understand  the  matter  fully  it  is  necessary  to  consider  the 
standard  of  graduation.  Upon  this  point  we  submit  the  statements 
of  the  principals  of  the  schools  for  the  deaf  in  answer  to  the  ques- 
tion, '‘What  is  your  standard  for  graduation?”  These  answers 
are:  (i)  “The  prescribed  course  of  study,  a copy  of  which  is  at- 
tached”; (2)  “Completion  of  either  the  high  class  or  the  eight- 
year  course”;  (3)  “We  have  not  yet  introduced  a standard  of 
graduation  ” ; (4)  “ The  standard  of  graduation  at  present  is  com- 
pletion of  the  seventh  grade  of  the  Department  course ; next  year 
it  will  be  the  eighth  year  with  some  modifications  ”;  (5)  “ Our  own 
high  school  diploma  ” ; (6)  “ Regents  preliminary  certificate  with 
academic  counts  in  English,  physiology  and  drawing,  if  possible.” 

Two  things  are  evident  from  a consideration  of  these  answers: 
first,  that  the  schools  have  no  uniform  standard  and,  second,  that  a 
Regents  preliminary  certificate  is  the  maximum  required.  It  is  a 
fair  inference  that  nearly  all  the  schools  measure  the  progress  of 
pupils  and  test  their  fitness  for  graduation  by  examinations  of  their 
own  and  pay  no  heed  to  outside  or  State  standards.  It  is  clear  that 
the  standard  is  low,  the  tests  inadequate  and  the  results  measured  in 
certificates  of  graduation  very  meager. 

Twelve  years  is  long  enough  to  spend  on  an  elementary  education 
for  a fairly  normal  deaf  child.  If  the  child  can  be  educated  at  all, 
the  process  ought  to  reach  the  end  of  the  elementary  stage  by  the 
end  of  the  twelfth  year  in  school  at  the  longest.  If  the  subject 
matter  used  with  the  hearing  child  must  be  modified,  as  one  prin- 
cipal suggests,  the  modification  should  be  agreed  upon  by  the  best 
teachers  of  the  deaf  and  a uniform  standard  adopted.  • 

Can  a deaf  child  be  educated  on  the  same  or  similar  mental  diet 
as  the  hearing  child?  Is  he  educable,  in  an  equal  or  equivalent 
sense,  as  is  the  normal  hearing  child?  Some  teachers  of  the  deaf 
assert  that  he  asks  no  odds  in  the  struggle  for  education.  The  facts 
hardly  bear  out  this  claim.  It  is  asking  too  much  of  a boy  or  girl 
deprived  of  one  of  the  most  important  senses  to  keep  pace  with  the 
fully  equipped  pupil.  New  York  schools  do  not  expect  it  and  allow 


98 


four  years  more  to  a deaf  pupil  than  to  a hearing  one  for  the  ac- 
complishment of  the  same  or  an  equivalent  result. 

With  this  advantage,  however,  and  with  proper  instruction  and 
favorable  conditions,  a better  showing  than  is  indicated  in  the  table 
might  reasonably  be  expected.  It  may  be  fairly  said  that  our  schools 
for  the  deaf  are  not  so  good  as  they  should  be  and  do  not  reach  so 
high  a standard  of  efficiency  as  is  desirable  and  possible. 

The  causes  of  the  apparent  shortcomings  of  schools  for  the  deaf 
should  be  found  and  removed.  Some  of  the  principals  are  seeking 
diligently  for  them  with  good  prospects  of  success.  One  of  the 
evident  causes  is  the  anomalous  method  of  getting  deaf  children  into 
school  and  of  maintaining  them  while  there.  This  mxethod  is  a 
relic  of  the  time  when  putting  children  into  institutions  was  pri- 
marily a charitable  and  not  an  educational  matter.  It  remains  as  a 
witness  to  the  power  of  inertia.  In  accordance  with  this  method  a 
child  is  sent  to  a school  for  the  deaf  as  a pauper  at  the  expense  of 
the  county.  He  is  kept  in  school  under  these  conditions  until  he 
reaches  his  twelfth  birthday  when  he  becomes  a State  charge  and 
the  State  Education  Department  first  takes  cognizance  of  him. 
This  procedure  causes  loss  of  time  and  efficiency  in  the  educational 
process. 

Small  salaries  and  the  consequent  lack  of  properly  educated  and 
well-trained  teachers  for  the  work  are  in  part  responsible  for  the 
retardation  of  the  deaf  in  the  schools.  The  causes  mentioned  are 
easily  removable.  There  are  others  that  should  be  sought  out  by 
the  officials  of  the  schools  and  speedily  remedied.  New  York 
should  have  the  best  system  of  schools  for  the  deaf  in  the  country 
and  there  are  signs  of  a movement  among  progressive  teachers  to 
place  it  where  it  rightfully  belongs. 

Acting  upon  a recommendation  made  in  our  report  on  elementary 
education  last  year,  the  Legislature  amended  the  law  by  providing 
that  deaf  students  in  attendance  upon  approved  colleges  should  re- 
ceive the  same  financial  assistance  from  the  State  which  is  accorded 
blind  students  who  are  in  attendance  upon  such  colleges.  For  some 
years  the  State  has  authorized  a payment  of  $300  a year  to  a blind 
student  who  is  in  attendance  upon  an  approved  college.  The  theory 
is  that  a young  person  thus  afflicted  is  so  handicapped  in  his  studies 
that  he  is  entitled  to  special  assistance  from  the  State.  The  sum  or 
$300  is  paid  to  him  to  permit  the  employment  of  an  assistant  to  aid 
in  the  preparation  of  his  regular  work  as  a student.  Deaf  students 
are  now  entitled  to  receive  the  same  financial  assistance  from  the 


99 


State,  This  money  is  paid  by  the  Comptroller  to  the  college  in 
which  the  student  is  matriculated  and  the  college  authorities  employ 
the  assistant  to  aid  the  deaf  student.  It  was  a commendable  piece  of 
legislation  and  enables  a young  person  who  is  compelled  to  go 
through  life  under  great  disadvantages  to  obtain  an  education  which 
will  not  only  qualify  him  for  serviceable  occupation  but  which  will 
permit  him  to  get  more  pleasure  out  of* his  environment. 

Provision  should  be  made  so  far  as  possible  for  the  education  of 
the  deaf  in  the  public  schools.  This  is  true  of  defectives  generally. 
Provision  might  easily  be  made  for  their  education  in  the  public 
schools  of  most  cities.  These  children  could  then  be  home  nights 
and  therefore  under  parental  influence  and  sympathy.  They  would 
also  have  the  advantage  of  association  with  normal  children. 
Separate  institutions  for  the  education  of  these  children  are  un- 
necessary except  in  the  rural  regions  where  the  number  is  insuffi- 
cient to  maintain  special  classes  for  their  instruction. 


Statistics  for  the  past  year  are  as  follows : 

Number  of  deaf  children  in  institutions 1883 

Number  of  State  pupils  in  institutions 1028 

Number  of  county  pupils  in  institutions 806 

Number  of  pupils  graduated  in  June  1913 26 

Number  dropped  without  graduation  (time  out) 23 

Number  withdrawn  for  economic  reasons 73 

Number  in  New  York  City  day  schools 250 

Total  number  of  deaf  children  in  schools 2133 


PRISON  SCHOOLS 

The  number  of  men  and  women  registered  in  the  five  prison 
schools  during  the  year  ending  September  30,  1913  was  2493.  The 
school  in  the  Great  Meadow  prison  has  been  reorganized  during 
the  year.  The  motive  that  underlies  the.  school  efforts  in  prisons  is 
thus  expressed  by  Mr  Charles  D.  Van  Orden,  head  teacher  in  the 
Clinton  prison:  “We  believe  there  is  some  good  in  every  man; 
that  there  are  latent  possibilities  in  every  criminal  which,  if  aroused, 
will  make  him  a good  citizen.  The  work  of  the  school  is  to  awaken 
and  strengthen  these  latent  possibilities.”  Mr  Lee  N.  Taplin,  head 
teacher  in  the  Auburn  prison,  says : “ Our  aim  has  been  to  raise  the 
standard  of  community  life  in  the  prison  and  to  open  the  door  of 
opportunity  and  encourage  the  men  to  enter.”  The  note  of  optimism 
has  been  maintained  and  cultivated  as  the  basis  of  all  effort  to  im- 
prove prison  conditions  through  the  schools. 

4 


100 


As  in  former  years,  reading  has  been  made  prominent  in  the 
work.  The  following  table  shows  the  number  and  character  of  the 
books  read  by  men  in  the  Clinton  school  during  the  past  year : 


Fiction  5iq 

Poetry  202 

Geographical  readers  464 

History  and  historical  stories 1329 

Science  659 

Biography  348 

Travel  680 


Total  4292 


The  following  books  from  the  general  library  were  read  under 
the  supervision  of  the  head  teacher: 


History  . 
Science  . . 
Literature 
Biography 
Travel  .. 


143 

23 

1133 

61 

II 


Total  1371 


It  is  noteworthy  that  only  14  per  cent  of  the  books  read  were 
fiction  and  39  per  cent  were  history  and  biography. 

It  is  interesting  to  note  a growth  of  interest  in  prison  schools 
throughout  the  country.  Greater  attention  is  being  given  to  the 
school  question  in  connection  with  the  study  of  the  general  problem 
of  dealing  with  men  in  prison  and,  while  the  absolute  accomplish- 
ment is  as  yet  limited,  the  outlook  for  the  future  is  encouraging. 

There  is  nothing  very  dramatic  or  spectacular  in  prison  school 
work.  It  is  a daily  round  of  effort  with  too  little  recognition.  The 
men  who  are  engaged  in  it  and  are  devoting  their  best  efforts  to  it 
should  be  freed  from  some  of  the  unnecessary  obstacles  that  hamper 
their  work  and  prevent  them  from  accomplishing  more.  It  is  the 
duty  of  the  public  to  provide  means  for  the  development  of  a move- 
ment that  is  so  well  started  and  gives  such  promise  of  greater  ac- 
complishment. The  prison  school  for  adults  has  justified  its  ex- 
istence and  deserves  support.  It  is  an  important  factor  in  hastening 
the  day  when  fewer  criminals  will  be  developed  and  when  the  con- 
vict will  receive  treatment  by  better  means  and  with  better  results  to 
himself  and  to  society. 


101 


DEPARTMENT  EXPENDITURES 

The  State  Comptroller  in  making  comparisons  in  his  annual  re- 
port of  1913  (page  VI)  of  the  expenditures  of  the  various  interests 
and  departments  of  the  State  government  for  the  year  1912  with 
the  expenditures  for  similar  purposes  for  the  year  1903  makes  this 
statement : 

the  amount  expended  annually  for  education,  exclusive  of  the 
fund  for  the  support  of  the  common  schools,  had  grown  to  $4,018,- 
594.07  in  1912,  an  increase  during  the  ten  years,  of  more  than 
400  per  cent 

This  statement  is  undoubtedly  made  on  the  basis  of  the  table  ap- 
pearing in  the  Comptroller’s  report  on  pages  no  and  in,  and  the 
detailed  statement  on  pages  30-36. 

This  statement  and  the  tables  and  other  matter  in  the  Comp- 
troller’s report  bearing  upon  this  question  are  misleading.  The 
natural  inference  is  that  the  expenditures  for  the  work  under  the 
supervision  of  the  Education  Department,  exclusive  of  the  funds 
for  the  support  of  the  common  schools,  have  increased  400  per  cent 
in  the  last  ten  years.  This  is  the  interpretation  which  has  been 
placed  on  the  Comptroller’s  statement.  The  Comptroller  does  not 
say  the  expenses  of  the  Education  Department  have  increased  400 
per  cent  within  this  period  of  ten  years.  The  statement  relates  to 
the  annual  expenditure  for  education.  The  whole  discussion  of  the 
question,  however,  is  so  associated  with  the  Education  Department 
as  to  leave  the  impression  with  one  unfamiliar  with  the  facts  that 
the  expenditures  referred  to  were  under  the  direction  of  the  Edu- 
cation Department.  It  is  not  believed  that  it  was  even  intended  to 
misrepresent  the  Education  Department  but  the  statement  has  been 
so  misunderstood  that  it  seems  necessary  to  refer  to  the  subject  in 
this  report. 

As  the  representative  of  the  Education  Department  before  the 
committee  of  inquiry  which  examined  into  the  management  of  the 
various  State  departments  in  1913,  and  as  the  representative  of  such 
Department  before  the  legislative  committees  which  have  general 
charge  of  appropriations,  I was  required  to  justify  the  increased  ex- 
penditures of  the  Education  Department  and  the  demand  for  con- 
stantly increased  appropriations.  Upon  my  request  certain  tables 
were  prepared  by  employees  of  the  Department  to  show  the  in- 
crease in  expenditures  and  the  purposes  for  which  such  increases 
were  made.  For  the  reasons  stated  above,  and  the  further  reason 


102 


that  about  8o  per  cent  of  all  expenditures  by  the  Department  are  for 
the  support  of  elementary  education,  these  tables  and  the  notes  relat- 
ing thereto  are  included  in  the  report  on  elementary  education.  This 
information  will  then  be  in  printed  form  for  future  reference,  the 
public  may  obtain  more  specific  knowledge  of  the  purposes  for 
which  educational  appropriations  are  made,  and  the  economical  ad- 
ministration of  the  affairs  of  the  department  will  be  shown. 

The  expenditures  credited  to  the  Education  Department  in  1903 
are  $755,170.06;  for  1912,  $4,018,594.07.  In  1903  there  were  two 
departments  in  charge  of  the  educational  work  of  the  State,  the 
Department  of  Public  Instruction  and  the  Regents  office.  It  should 
also  be  considered  that  in  the  year  1903  appropriations  were  made 
to  these  two  departments  from  five  different  funds,  namely:  the 
common  school  fund,  the  free  school  fund,  the  United  States  De- 
posit fund,  the  literature  fund,  and  the  general  fund.  The  ex- 
penditures of  these  two  departments,  exclusive  of  the  fund  for  the 
support  of  common  schools,  for  the  year  1903  was  $1,476,624.54,  or 
nearly  twice  the  amount  shown  in  the  Comptroller’s  table.  In  the 
detailed  statement  of  expenditures  for  education  for  the  fiscal  year 
ending  September  30,  1912,  in  the  Comptroller’s  report  (pages  30 
to  36)  are  several  items,  including  expenditures  of  Alfred  Uni- 
versity, for  the  institutions  for  the  blind,  deaf  and  dumb,  for  the 
construction  and  equipment  of  the  Education  Building,  and  for  the 
Hudson-Fulton  Centennial  Celebration  Commission,  amounting  to 
more  than  $1,469,000,  which  were  not  expended  by  the  Education 
Department  and  over  which  the  Education  Department  had  no 
supervision  or  responsibility  whatever.  These  items  of  expenditure 
were  included  in  the  $4,018,594.07  given  in  the  Comptroller’s  table 
as  expenditures  for  education  in  1912. 

The  proper  basis  for  determining  the  increased  appropriations 
for  the  Education  Department  is  a comparison  of  the  amount  of 
the  appropriations  to  the  Department  of  Public  Instruction  and  to 
the  Regents  of  the  University  in  the  year  1903  with  the  appropria- 
tions to  the  Education  Department  in  1912.  These  appropriations, 
exclusive  of  the  amount  appropriated  for  the  support  of  the  common 


schools,  were  as  follows : 

Department  of  Public  Instruction  (.1903) $817  39^ 

Regents  of  the  University  (1903) 659  234  54 


Total  $i  476  624  54 

Education  Department  (1912) 3 171  40 

Increase  of  1912  over  1903  (114  per  cent) i 694  396  86 


103 


There  are  many  items  of  expenditures  in  1912  which  are  unusual 
and  extraordinary  as  an  analysis  of  such  expenditures  will  show. 
There  is  one  item  of  $500,000  for  the  purchase  of  books  for  the 
State  Library  to  replace  those  which  were  destroyed  at  the  time  of 
the  Capitol  fire.  There  is  also  an  item  of  $200,000  for  furnishings 
for  the  Education  Building.  It  will  also  be  observed,  from  a study 
of  the  analysis  of  the  increased  expenditures  in  this  respect  as  shown 
below,  that  such  expenditures  are  for  the  development  and  support 
of  large  movements  in  public  education  which  have  been  receiving 
attention  throughout  the  country. 

The  principal  items  in  this  increase  are  as  follows : 

For  restoring  the  State  Library  burned  at  the  time  of  the 


Capitol  fire  $500  000 

(Ch.  901,  Laws  1911) 

For  the  construction  of  the  Buffalo  State  Normal  School 100000 

(Ch.  14,  Laws  1912) 

For  nonresident  tuition 285000 

(Sec.  493,  Education  Law) 

For  furnishings  for  Education  Building 200000 

(Ch.  901,  Laws  1911:  ch.  521,  Laws  1912) 

Increase  in  salaries  and  expenses  of  district  superintendents 
over  salaries  of  school  commissioners 200000 

(Sec.  389-390,  Education  Law) 

Increase  in  apportionments  to  teachers  training  classes 36000 

(Sec.  502,  Education  Law) 

Increases  in  expenditures  for  maintenance  of  normal  schools, 
including  the  State  Normal  College,  due  largely  to  increases 


in  salaries  of  teachers  and  general  maintenance  expenses  due 

to  expansion  of  work  in  such  institutions iiiooo 

Increase  resulting  from  new  divisions  of  Educa- 
tion Department  created  by  law  and  the  trans- 
fer of  other  State  departments  to  the  Education 
Department,  including  State  Historian,  voca- 
tional education,  visual  instruction,  and  Super- 
visor of  Public  Records,  between  1905  and  1912 
(Figures  for  1903  not  available  at  present. 


owing  to  loss  of  records  in  Capitol  fire) $43  560 

Increase  in  State  Library  force  as  result  of  large 

accessions  after  Capitol  fire 16060 

Other  increases  for  new  positions  authorized  in 

appropriation  bills,  between  1905  and  1912 15060 

Increases  in  salaries  resulting  from  promotions 
between  1905  and  1912 ; 17400 


Total 


92  080 


104 


Increase  for  school  libraries $63500 

(Sec.  493,  Education  Law) 

Increase  for  professional  examinations,  author- 
ized by  various  acts  of  the  Legislature 21  500 

For  Capitol  fire  emergencies 15000 

(Ch.  547,  Laws  1912) 

Increase  for  postage,  express,  printing,  traveling 

expenses,  etc.  between  1905  and  1912 37  816  86 

Teachers  annuities,  state  institutions  (Sec.  1098 
Education  Law),  State  Teachers  Retirement 
Board  (Sec.  iioo-iioo-b.  Education  Law), 
summer  session  in  State  normal  school  and 
incidentals  32  500 


Total 


$i  694  396  86 


Appropriations  to  the  Education  Department  by  the  Legislature  of  1913 


Total  appropriations  

Of  this  amount  the  following  apportionments  are  made 
pursuant  to  statute,  over  which  the  Department  has  no 


discretion : 

Support  of  common  schools  (Education  Law, 

section  491,  492) $5250000 

District  of  North  Collins,  special 825 

Academic  fund,  nonresident  tuition,  etc.  (Edu- 
cation Law,  section  493) 600000 

Training  classes  (Education  Law,  sec.  502)..  100000 

Grants  to  libraries  (Education  Law,  sec.  1133).  26413  69 


$8013477  28 


5 977  238  69 


Balance  

Of  this  balance,  the  following  appropriations  are  to  outside 


institutions  or  activities : 

Maintenance  of  normal  schools $529282  30 

Normal  schools  — betterments  50000 

Buffalo  Normal  School  — new  building  (Ch.  186, 

Laws  1913)  300000 

Maintenance  of  Indian  schools ii  558  68 

Indian  schools  — betterments  4 000 

District  superintendents’  salaries  (Education 

Law,  sec.  389) 248  400 

District  superintendents’  expenses  (Education 

Law,  sec.  390)  62  100 

Teachers  annuities  (Education  Law,  sec. 

1109-a)  10000 

Summer  sessions  in  normal  schools 4000 

State  scholarships  (Ch.  292,  Laws  1913) 75^00 

Onondaga  reservation  — new  school 12000 

Normal  maintenance  from  fees 15000 

Teachers  retirement  fund  — expenses 800 


$2  036  238  59 


I 322  140  98 


Balance 


$714097  61 


105 


The  above  statement  shows  that  of  the  total  appropriations 
to  the  Education  Department,  amounting  to  $8,013,477.28, 
$7j299,379.67  is  paid  out  in  apportionments  for  the  support  of 
schools  and  for  outside  activities.  In  other  words,  out  of 
every  dollar  appropriated  to  the  Education  Department  91. i 
cents  is  apportioned  pursuant  to  statute  for  the  support  of 
schools  and  for  outside  activities  and  but  8.9  cents  is  used 
for  salaries  and  expenses  of  the  Department,  including  the 
State  Library  and  the  State  Museum. 


Of  the  balance  mentioned  above,  $714,097.61,  the  following 
amounts  are  for  the  State  Library ; 


Purchase  of  books 

Salaries  of  employees 

$29  500 

State  Library  

$80  420 

Library  School  

6 400 

Educational  Extension  

16  440 

Total  salaries  

103  260 

$132  760 

Balance  $581  337  61 

Of  this  balance,  the  following  appropriations  are  for  the 
State  Museum : 

Expenses  $12427  38 

Salaries  35  640 

48067  38 


Balance  

The  balance  of  $533,270.23  represents  the  amount  paid  in 
salaries  and  used  for  the  various  expenses  connected  with  the 
administrative  divisions  of  the  Department  and  represents 
only  6.6  per  cent  of  the  gross  appropriations  made  to  the  De- 
partment. In  other  words,  out  of  every  dollar  appropriated 
to  the  Education  Department  there  is  paid  out  in  apportion- 
ments and  for  outside  activities  and  for  the  State  Library  and 
State  Museum  93.4  cents,  and  for  salaries  and  expenses  of  the 
Department  proper  6.6  cents. 

Balance  

Of  this  balance  the  amount  paid  in  salaries  for  the  admin- 
istrative offices,  outside  of  the  Library  and  the  Museum,  is 
$248,800,  or  approximately  3.1  per  cent  of  the  total  appropria- 
tions   


$533  270  23 


$533  270  23 


248  800 


Balance  $284470  23 

This  leaves  a balance  of  $284,470.23  for  expenses  of  the 
Education  Department,  or  approximately  3.5  per  cent  of  the 
total  appropriations.  Furthermore,  these  expenses  include  all 
the  postage,  printing,  traveling  expenses,  telephone,  telegraph, 
freight,  express  and  cartage  bills  and  everything  of  like  char- 
acter for  both  the  Library  and  Museum. 


106 


These  items  are  as  follows ; 

Postage  and  transportation $34000 

Printing  20000 

Traveling  expenses  15500 

Office  expenses  and  repairs 28765  23 

Temporary  services  18000 

Office  furnishings  15  000 

Visual  instruction  10000 

Electric  current  for  power  and  lighting 8000 

Care  and  cleaning  75  000 


$224265  23 


Balance  $60  205 

Appropriations  from  receipts  of  professional  fees  to  be  used 
for  expenses  of  examinations,  including  fixed  salaries  (see 
$248,800)  60  205 


Comparison  of  appropriations  of  1913  with  appropriations  of  1912 


Total  appropriations  1913 $801347728 

Total  appropriations  1912 8346021  40 

Decrease  $332  544  12 


For  purposes  of  comparison,  these  appropriations  have  been 
subdivided  into  four  topics.  These  are 

1 Apportionment  of  public  moneys 

2 Outside  institutions  and  interests  under  Department 

supervision 

3 Administrative  purposes  not  including  salaries 

4 Salaries 

I Apportionment  of  public  moneys 

Appropriations  1913  $5  977  238  69 

Appropriations  1912  5 9^5  cxx) 

. Decrease  $7  7^1  31 

This  decrease  is  accounted  for  as  follows : 

Decrease  Increase 

Support  of  common  schools $75825 

Cities,  academies  etc 50000  

Training  of  teachers 25000  

Grants  to  libraries 8586  31  

$83  856  31  $75  825 

75  825  


Net  decrease 


$7761  31 


107 


2 Outside  institutions  and  interests  under  Department  super- 
vision 

Appropriations  1913  $i  322  140  98 

Appropriations  1912  i 026  000 

Increase  


This  increase  is  accounted  for  as  follows : 


Decrease 

Farmers  institutes  $7  500 

Normal  school  maintenance  

Normal  school  repairs 10  000 

Teachers  retirement  expenses 700 

Teachers  annuities  

State  scholarships  


Buffalo  Normal  School  — new 

school  

Onondaga  reservation — new  school. 
Indian  school  maintenance 


Increase 


$22  782  30 


3 000 
75  000 

200  000 
12  000 
I 558  68 


$18  200  $314  340  98 

18  200 


Net  increase 

3 Administrative  purposes  not  including  salaries 


Appropriations  1913  $326  397  61 

Appropriations  1912  959  581  40 


Decrease  

This  decrease  is  accounted  for  as  follows : 


Decrease 

Purchase  of  books $5  000 

Office  expenses  

Care  and  cleaning 

Printing  25  000 

Professional  examinations  

Traveling  expenses  7 500 

Visual  instruction  expenses 5 000 

Special  institutes  and  University 

Convocation  2 000 

Dedication  of  Education  Building. . 8 000 

Index  to  ecclesiastical  records 500 

Rent  of  temporary  offices 15  000 

Funeral  expenses  of  S.  J.  Abbott. . . 280  16 

Library,  special  500  000 

Office  furnishings  185  000 

Electric  current  for  power  and 
lighting  


Increase 


$16  765  23 
75  000 


8 903  76 


8 000 


$296  140  98 


$296  140  98 


$633  183  79 


108 


$9  ooo 

2 427  38 


Postage  and  transportation 

Science  Division  expenses 


$753  280  16  $120  096  37 

120  096  37  


Net  decrease  $633  183  79 

4 Department  salaries 

Appropriations  1913  $387  700 

Appropriations  1912  375  440 


Net  increase 


$12  260 


Comparison  of  appropriations  of  1913  with  appropriations  of  1905 


Total  appropriations  1913 $8  013  477  28 

Total  appropriations  1905 5 996  467  80 


Increase  $2  017  009  48 

For  purpose  of  comparison,  these  appropriations  have  been 
subdivided  into  four  topics.  These  are 

1 Apportionment  of  public  moneys 

2 Outside  institutions  and  interests  under  Department 

supervision 

3 Administrative  purposes  not  including  salaries 

4 Salaries 

I Apportionment  of  publie  moneys; 

Appropriations  1913  $5  977  238  69 

Appropriations  1905  4 849  568  80 


Increase  

This  increase  is  made  up  as  follows : 

Deerease  Increase 

Support  of  common  schools $i  100  825 

Cities,  academies  etc 40  000 

Training  of  teachers $15  568  80  

Grants  to  libraries 2 413  69 


127  669  89 


$15  568  80  $i  143  238  69 
15  568  80 


Net  increase  $i  127  669  89 


The  amount  which  must  be  apportioned  to  each  school  or  academic  institu- 
tion is  fixed  by  statute  and  automatically  increases  from  year  to  year  by 
reason  of  increased  school  population  and  increased  number  of  teachers 
employed. 


109 


2 Outside  institutions  and  interests  under  Department  super- 
vision 

Appropriations  1913  $i  322  140  98 

Appropriations  1905  678  239 


Increase 


This  increase  is  made  up  as  follows : 


Decrease 

Teachers  institutes  $60  000 

Farmers  institutes  10  000 

Indian  school  maintenance 

Indian  education  in  normal  schools.  i 000 

Indian  school  repairs 

Support  of  Indian  truants i 000 

State  charitable  institutions  — trav- 
eling libraries  i 200 

Normal  school  maintenance 

Normal  school  repairs 32  000 

School  commissioners’  salaries 113  000 

Miscellaneous  expenses  3 539 


District  superintendent  salaries 

District  superintendent  expenses... 
Teachers  retirement  fund  expenses. 

Teachers  annuities  

Summer  sessions  in  normal  schools. 

State  scholarships  

Normal  maintenance  from  fees.... 

Buffalo  Normal,  new  school 

Onondaga  reservation  new  school.. 


Increase 


$2  558  68 


I 500 


134  282  30 


248  400 
62  100 
800 
10  000 
4 000 
75  000 
15  000 
300  000 
12  000 


$221  739  $865  640  98 

221  739 


Net  increase  

3 Administrative  purposes  not  including  salaries 


Appropriations  1913  $326  397  61 

Appropriations  1905  181  000 


Increase  

This  increase  is  made  up  as  follows : 

Decrease 

Purchase  of  books $i  500 

State  Museum  expenses i 072  62 

Office  expenses  

Care  and  cleaning 

Postage  and  transportation 

Printing  5 000 


Increase 


$16  765  23 
63  000 
16  000 


$643  901  98 


$643  901  98 


$145  397  61 


110 


Professional  examinations  

Temporary  services 

Visual  instruction  expenses $io  ooo 

Traveling  expenses  

Office  furnishings  

Electric  current  for  power  and 
lighting  


$40  705 
I 000 


2 500 
15  000 

8 000 


$17  572  62  $162  970  23 

17  572  62 


Net  increase 


4 Department  salaries 

Appropriations  1913  $387  700 

Appropriations  1905  287  660 


Net  increase  

This  increase  in  salaries  is  accounted  for  by  the  formation 
of  new  divisions,  the  transfer  of  other  State  offices  to  the  Edu- 
cation Department  and  the  necessary  creation  of  new  positions 
authorized  by  acts  of  the  Legislature. 

The  divisions  thus  organized  and  the  salaries  provided  were 


as  follows : 

Public  Records  (new  division) $5  980 

History  (State  Historian  transferred) 8 400 

Vocational  Schools  (new  division) 12  700 

Visual  Instruction  (new  division) 9 680 

Archivist,  State  Library 3 000 

State  Teachers  Retirement  Board 3 200 


In  the  State  Library  there  have  been  added  since  1905,  22 
new  positions,  12  of  which  were  added  in  1911  after  the 
Capitol  fire,  when  the  accessioning  and  cataloging  of  new  books 
which  were  being  purchased  in  large  quantities  for  the  new 
Library  necessitated  a considerable  addition  to  the  force. 

State  Library  

Other  new  positions  created  in  the  various  divisions  since 


1905  were  as  follows : 

Commissioner’s  Office  $900 

Administration  Division  3 280 

Transferred  from  Care  and  Cleaning  to  Admin- 
istration Division  7 180 

Attendance  Division  i 980 

Statistics  Division  i 200 

Science  Division  3 100 


All  new  positions,  as  above 

Net  increase  resulting  from  increase  in  salaries  or  promo- 
tions from  1905  to  1913 

Average  increase  per  year 


$145  397  61 

$100  040 


$42  960 

16  060 


17  640 

$76  660 

$23  380 
2 922  50 


Comparison  of  annual  salary  schedules  from  1905  to  1913 


111 


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The  year  given  at  the  top  of  these  columns  ir.dicatc  £ lit  j<ci  ii  vl  tl  lit  r j j xrraiation  vas  made 


112 


Comparison  of  salary  schedule  of  1913  with  salary  schedule  of  1905 


FUND 

190S 

1913 

INCREASE 

IN 

SALARIES 

DECREASE 

IN 

SALARIES 

NEW 

POSITIONS 

TOTAL 

Commissioner’s  Office 

0 0 

00  0 

10  M 

f'l'O 

N- 

S39  060 

Accounts 

Administration 

33  180 

$4  S8o 

$17  980 

$22  S6 

$49  680 

$72  240 

These  three  divisions  are  necessarily  considered  together,  as  the  Administration  Division,  which 
was  formed  in  1907,  absorbed  the  Accounts  Division  and  also  took  over  a number  of  employees 
from  the  Commissioner’s  Office.  The  total  under  “ New  positions  ” above  includes  I7420,  covering 
positions  transferred  from  the  care  and  cleaning  force  on  the  occupancy  of  the  Education  Building. 


Attendance I s 200  1 6 980  | | I i 780  1 i 780 

The  S1780  given  above  under  “ New  positions  ’’  includes  a position  at  $900  which  was  added 
by  the  Legislature  of  1913  by  mistake.  The  salary  thus  appropriated  has  not  been  used  by  the 
Department. 


Examinations 
Inspections . . . 

Law_.  . 

Statistics 

Science 

Records 


73  380  70  920  

2 460 

35  700  37  900  2 200 

4 900  5 800  900 

6 820  8 700  680 

28  400  35  640  4 140 

5 860  

2 200 
900 
I 880 
7 240 

5 860 

I 200 

3 100 

This  Division  was  discontinued  in  1906.  Its  activities  were  taken  up  in  part  by  the  School 
Libraries  Division. 


T.ihraries 

77  720 

State  Library 

Library  School 

Educational  Extension 

80  420 

6 400 
16  440 

6 480 

19  060 

25  540 

$77  720 

$103  260 

The  appropriations  to  the  State  Library,  Library  School  and  Educational  Extension  Division 
in  190S  were  made  under  one  heading.  The  division  was  made  in  the  appropriation  bill  of  1906. 

In  the  State  Library  there  have  been  added  since  1905,  twenty-two  new  positions,  twelve  of 
which  were  added  in  1911  after  the  Capitol  fire,  when  the  accessioning  and  cataloging  of  new  books 
which  were  being  purchased  in  large  quantities  for  the  new  Library  necessitated  a considerable 
addition  to  the  force.  _ The  amount  under  “ New  positions,”  $19,060,  also  includes  $3000  for  the 
State  Archivist,  a position  established  by  statute. 


History 

Public  Records 

School  Libraries 

Vocational  Schools 

Visual  Instruction 

Teachers  Retirement  Board. 

8 400 

5 980 

6 300 
12  700 

9 680 
3 200 


8 

5 

6 
12 

9 

3 


These  divisions  have  been  created  either  by  the  transfer  of  other  State  offices  to 
Department  or  were  authorized  by  act  of  the  Legislature. 


400 

8 400 

980 

5 980 

300 

6 300 

700 

12  700 

680 

9 680 

200 

3 200 

the  Education 

$287  660 

^387  700 

^18  980 

$8  320 

$89  380 

8 320 

$108  360 
8 320 

1 

|i8  980 

$81  060 

$100  040 

113 


Comparison  of  appropriations  of  1913  with  appropriations  requested  in  the 
budget^  presented  by  the  Education  Department  for  1914 


APPROPRIA- 
TIONS 1913 


REQUESTED 
APPROPRIA- 
TIONS 1914 


Salaries 


Commissioner’s  Office 

Administration 

Attendance 

Examinations 

History 

Inspections 

Law 

Public  Records 

School  Libraries 

Statistics 

Visual  Instruction 

Vocational  Schools 

State  Library 

Library  School 

Educational  Extension 

Science 

Teachers  Retirement  Board. 


Total  increase. 


^39  060 

^39  360 

$300 

33  180 

34  140 

960 

6 980 
70  920 

6 080 

78  240 

7 320 

8 400 
37  900 

S 800 

5 980 

6 300 

8 6so 
37  900 

5 800 

5 980 

6 400 

2S0 

100 

8 700 

9 '680 

8 700 
II  180 

I 500 

12  700 

14  500 

I 800 

80  420 

87  860 

7 440 

6 400 

7 600 

I 200 

16  440 

16  740 

300 

35  640 

36  040 

400. 

3 200 

3 200 

55387  700 

I408  370 

S21  S70 

900 

$20  670 

$900 


$900 


Miscellaneous  expenses 


Visual  Instruction  expenses 

Purchase  of  books 

Medical  books 

Law  books 

Technological  books 

Books  for  blind 

Traveling  libraries ; . . 

Science  Division  expenses 

Teachers  Retirement  Board  ex- 
penses   

Postage  and  transportation 

Printing 

Traveling  expenses 

Office  expenses 

Indian  school  maintenance 

District  superintendents  salaries. 
District  superintendents'  expenses 

Ternporary  services 

Indian  school  repairs 

Onondaga  Indian  reservation  — 

new  school 

Annuities  to  teachers 

Furniture  for  EducationlBuilding. 

Care  and  cleaning 

Special  institutes  and  University 
Convocation 


Total  increase. 


^10  000  . . 

$15  000  . . 

20  000  . . 

20  000  . . 

2 000  . . 

2 000  . . 

2 SOO  . . 

2 SOO  . . 

2 000  . . 

2 000  . . 

2 000  . . 

2 000  . . 

I 000  . . 

6 000  . . 

12  427  38 

20  000  . . 

800  . . 

800  . . 

34  000  . . 

30  000  . . 

20  000  . . 

6s  000  . . 

15  500  . . 

33  000  . . 

36  765  23 

20  000  . . 

II  S58  68 

14  000  . . 

248  400  . . 

248  400  . . 

62  100  . . 

62  100  . . 

18  000  . . 

42  000  . . 

4 000  . . 

12  000  . . 

10  000  . . 

13  500  . . 

IS  000  . . 

75  000  . . 

60  000  . . 

2 000  . . 

^6is  osi  29 

$660  300  . . 

Ss  000  . . 


5 000  . . 
7 572  62 


45  000 

17  500 


2 441  32 


24  000 


I112  013  94 
66  765  23 


$45  248  71 


$4  000  . . 
16  765  23 


4 000  . . 
12  000  . . 


IS  000 
IS  000 


^66  76s  23 


114 


Apportionments 


APPROPRIA- 
TIONS 1913 


REQUESTED 
APPROPRIA- 
TIONS 1914 


INCREASE 


DECREASE 


Grants  to  libraries 

Training  of  teachers 

Support  of  common  schools. 
Cities,  academies,  etc 


$26  413  69 
100  000  . . 
5 250  000  . . 
600  000  . . 


$5  976  413  69 


$35  000 
125  000 
5 350  000 
I 69s  000 


^58  586  31 
25  000  . . 
100  000  . . 
I 095  000  . . 


I7  205  000 


Normal  schools 


Normal  school  maintenance 

Normal  school  fees 

Normal  school  summer  sessions.  . 

Normal  school  repairs 

Buffalo  Normal  School  — new 

building 

Oswego  Normal  School  — com- 
pletion of  building 


Total  increase. 


^529  282  30 
15  000  . . 
4 000  . . 
50  000  . . 

300  000  . . 


^898  282  30 


I586  000 
25  000 
24  000 
85  000 

50  000 

40  000 


$810  000 


$i  228  586  31 


$56  717  70 
10  000  . . 
20  000  . . 
35  000  . . 


40  000 


New  items 


State  scholarships 

Commissioner’s  expenses 

Medical  inspection  of  schools. 
Salaries  of  substitute  teachers. 

Teachers  conferences 

Temporary  or  camp  schools.  . 
Contingency  fund 


l7S  000 


$75  000 


$150  000 
5 000 
7 500 
12  000 
10  000 
5 000 
20  000 


$209  500 


I161  717  70 


$75  000 
S 000 
7 500 
12  000 
10  000 
5 000 
20  000 


$250  000  . . 


$134  500 


Board  of  Optometry.  . 

Board  of  Pharmacy 

Dental  examinations 

Medical  examinations. 

Registered  nurse  examinations . 
Certified  public  accountants.  . . 
Certified  shorthand  reporters.  . 

Veterinary  examinations 

Chiropodist  examinations 


Professional  examinations 
(Appropriated  only  from  fees  received) 


Total  increase. 


SI05  . . 
20  000  . . 

6 225  . . 
15  490  . . 

5 940  . . 

3 500  . . 

6 675  . . 

270  . . 

2 000  . . 

S550  .. 
40  000  . . 

17  075  50 
34  000  . . 

9 300  . . 

5 000  . . 

I 050  . . 
550  . . 
525  . . 

S445  . . 

20  000  . . 
10  850  50 
18  510  . . 

3 360  .. 

I 500  . . 

280  . . 

S60  205  . . 

S108  050  50 

S54  945  50 

7 100  . . 

S47  845  50 

$250  000  . . 
161  717  70 


282  30 


$5  625  . . 
I 475  . . 


$7  100  . . 


Salaries 

Miscellaneous  expenses. . . 

Apportionments 

Normal  schools 

New  items 

Professional  examinations . 


To  reimburse  district  of  North 
Collins 


Total  increase. 


^387  700  . . 
615  051  29 
5 976  413  69 
898  282  30 
75  000  . . 
60  205  . . 


Summary 

$408  370  . 
660  300  . 

7 205  000  . 
810  000  . 
209  500  . 
108  050  50 


012  652  28 
825  . . 


$8  013 .477  28 


I9  401  220  50 


$9  401  220  50 


$20  670  . . 
45  248  71 
I 228  586  31 

134  500  .. 

47  845  50 


$i  476  850  52 


476  850  52 
89  107  30 


Si  387  743  22 


S88  282  30 


$88  282  30 
825  .. 


S89  107  30 


This  increase  is  nearly  all  found  in  two  items.  The  increase  in  apportionments  to 

the  schools  is Si  228  586  31 

Scholarship  fund • 75  000  .. 

Duplicated  in  supply  and  apportionment  bills  to  avoid  supply  bill  in  1915- 


Apportionment  of  common  school  fund 


115 


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116 


SUBJECTS  FOR  IMMEDIATE  CONSIDERATION 

Every  feature  of  public  education  which  may  be  improved  and 
advanced  should  have  the  careful  attention  of  those  in  any  way 
responsible  therefor.  There  are,  however,  certain  phases  of  our 
educational  organization  so  defective  as  to  demand  the  considera- 
tion of  educational  leaders  and  workers  who  are  officially  charged 
with  the  supervision  and  directions  of  educational  affairs.  It  is 
therefore  recommended  that  all  forces  interested,  and  which  must 
share  responsibility  of  leadership  in  these  matters,  be  brought  to- 
gether at  once  to  work  for  the  adoption  of  the  following  measures 
which  have  been  outlined  in  this  report: 

1 The  proper  legal  organization  of  city  school  systems. 

2 The  adoption  of  the  township  system. 

3 The  advancement  of  the  qualifications  of  teachers. 

4 Increased  salaries  and  expense  allowances  to  district  superin- 
tendents. 


STATE  NORMAL  SCHOOL  AT  BROCKPORT 


GRADUATES  I913 


Elementary  teachers  course 


Bassett,  Loretta  Agnes 
Bennett,  Jessie  E. 

Boughton,  Oliver  M. 

Boyle,  Marie 
Britt,  Norma  G. 

Burlingame,  Gertrude  Lewella 
Carter,  Frances  Nelvina 
Chadwick,  Lena 
Clark,  Lelia  May 
Corbin,  Mabel  Augustus 
Costigan,  Elizabeth  Margaret 
Cotter,  Harriet  Irene 
D ’Amanda,  Clementine  Charlotte 
Darrow,  Avis  H. 

Dauchy,  Beatrice  E. 

Delaney,  Emma  Mae 
Dobson,  Eleanor  Mary 
Fuller,  Mertie  Emily 
Gillmor,  Evelyn  Ruth 
Greene,  Frances  Marian 
Helfrich,  Anna  Agatha 
Hendricks,  Marian 
Hermance,  Charlotte  A. 

Holahan,  M.  Monica 


Brockport 

Albion 

Victor 

Lyons 

Holley 

Fairport 

Walworth 

Albion 

Brockport 

Clarkson 

Brockport 

Macedon 

Rochester 

Brockport 

Brockport 

Albion 

Brockport 

Lydonville 

Clarkson 

Morton 

Spencerport 

Bergen 

Clarkson 

Barker 


Hollowood,  Frances  Anna 
Hoose,  Jessie  Marion^ 
Jefferson,  Marcia  Aleia 
Kircher,  Lucile  A. 

Koster,  Elmer  T. 

Koster,  Emma  Dazie 
Lenahan,  Anna  M H 
McCann,  Agnes  Mary 
McPartland,  Mabel  Regina 
Mallison,  Edith  M. 

Mattison,  Bessie  L. 

Morse,  Beulah  Margaret 
O’Brian,  Kathryn  F. 
Richardson,  Eunice  Gertrude 
Russell,  Fanny  Elizabeth 
Ryan,  Bessie  M. 

Simmons,  Mabel  Dorothy 
Smith,  Gladys  May 
Timmerman,  Marion  Louise 
Vahue,  Hazel  A. 

Webster,  Bertha  M. 

Williams,  Luella  Lolita 
Wilson,  Mary  Druzilla 


Belleville 
Albion 
Fairport 
Webster 
Clarkson 
Clarkson 
Medina 
Bradford,  Pa. 
Bergen 
Medina 
Adams  Basin 
Albion 
Medina 
^ Albion 
Gainesville 
Gasport 
Medina 
Spencerport 
Hamlin 
Brockport 
Brockport 
Parma 
Holley 


Rural  school  course 


Armstrong,  Mabel  B. 
Engert,  Ruth  Alberta 
Finnegan,  Mary  Rose 
Ford,  Emma  Cora 
Hammond,  Bessie  L. 


Brockport  McElwain,  Ruth 
Lincoln  Murray,  Jean 

Rochester  Junction  Skillingfton,  Margaret  Helen 
Fishers  Spellman,  Catherine  R. 

Woodville  Streeter,  Faye  Grace 


Churchville 

Churchville 

Holley 

Holley 

Oakfield 


117 


STATE  NORMAL  SCHOOL'  AT  BUFFALO 

GRADUATES,  FEBRUARY  I913 


Elementary  teachers  course 


Bloomstine,  Marv  MadoHn 
Buckley,  Helen  V. 

Calvert,  Alice  M 
Corridon,  Margaret  Mary 
Cox,  Josephine 
Daly,  Genevieve  May 
Dombrosky,  Mary  I. 
Eaton,  Marion  Eugenia 
Farnsworth,  Irma  E. 

Hess,  Louie  Marguerite 
Hubbard,  Mildred  D. 

La  Porte,  Mary  Frances 


Tonawanda 
Buffalo 
Lockport 
Buffalo 
Buffalo 
Lockport 
Buffalo 
Holcomb 
OakfieM 
Batavia 
Cherry  Creek 
Buffalo 


Long,  Mabel  Faustina 
McAnulty,  Ruth  A. 

McCoach,  Caroline  Brownlow 
Macdonald,  Isabella  Marshall 
Mohan,  Teresa  K. 

Rhodes,  Edith  V. 

Schultz,  Orpha  Carolyn 
Seitz,  Ruth  Irene 
Stone,  Cora  Lovina 
Tillou,  Sarah  Alma 
Ulmer,  Edna  L. 

Witter,  Bessie  M. 


Buffalo 
Buffalo 
Buffalo 
Niagara  Falls 
Portville 
Clarence 
East  Otto 
Buffalo 
Cowlesville 
Orchard  Park 
Irving 
Wellsville 


Kindergarten-primary  course 

Flynn,  Margaret  M.  Allegany  Warren,  Bessie  Margaret  Fruita,  Col. 

Mohan,  Mary  Elizabeth  Portville 


Gorges,  Irene 


Kindergarten  course 

Buffalo  Ruth,  Pearl 


Buffalo 


Household  arts  course 

Mugler,  Lillian  E.  C.  Buffalo 


GRADUATES,  JUNE.I913 


Elementary  teachers  course 


Andrews,  Stella  A. 

Buffalo 

Fitzgerald,  Catherine 

Buffalo 

Baker,  M.  Edna 

Buffalo 

Forsyth,  Margaret 

Batavia 

Baker,  Pauline  Bertha 

Tonawanda 

Fraser,  Mary  Minerva 

Buffalo 

Bender,  Jeanette  E. 

Forks 

Gedeohn,  Clive  V. 

Buffalo 

Benedict,  Muriel 

Buffalo 

Gibbs,  Leona  Mary 

Franklinville 

Bill,  Rosemary 

Eden 

Gilray,  Phyllis  Averill 

Buffalo 

Bley,  Celia  M. 

Hamburg 

Glauber,  Marie  A. 

Buffalo 

Bliven,  Sophia  W. 

Buffalo 

Greenwood,  Charlotte  A. 

Buffalo 

Bowman,  Katherine  Genevieve 

Falconer 

Hamelman,  Mary  Tresa 

Hornell 

Brady,  Anastasia 

Buffalo 

Hayes,  Clive  F. 

Buffalo 

Brown,  Hazel  Catherine 

Clean 

Henel,  Catherine  Sophie 

Williamsville 

Burden,  Gertrude  H. 

Buffalo 

Hill,  Mary  Catherine 

Buffalo 

Burkhardt,  Elizabeth 

Buffalo 

Howe,  Cora  Elizabeth 

Delevan 

Burns,  Mary 

Buffalo 

Hucker,  Katharine  Monique 

Elma  Center 

Carberry,  Vincent  A. 

Buffalo 

Hufstader,  Matie  L. 

Springville 

Chabot,  Mary  Mercedes 

Buffalo 

Hunt,  H.  Leigh 

Hamburg 

Clark,  Alice  G. 

Buffalo 

Hunter,  Beulah  May 

Buffalo 

Clark,  Isabel 

Buffalo 

Irlbacker,  Eleanor  Eunice 

Buffalo 

Colwell,  Mary  Elizabeth 

Onoville 

Johnson,  Elsie  Evelyn  Point  Chautauqua 

Corcoran,  Evelyn  M. 

Buffalo 

Judge,  Josephine  M. 

Buffalo 

Cornell,  Mildred  L. 

Buffalo 

, Keicher,  Ellen  A. 

Forks 

Cowley,  Florence  Josephine 

Buffalo 

Keppel,  Russell  Newell 

Buffalo 

Cox,  Grace  Teresa 

Buffalo 

Kilcoyne,  Kathleen  Delphine 

Portageville 

Coyle,  Gertrude  Helen 

Buffalo 

Kleitz,  Eloise  Irene 

Buffalo 

Crane,  Leila  B. 

Addison 

Klein,  Nora  A. 

Boston 

Damato,  Anna 

Buffao 

Knickenberg,  Gertrude  C. 

Buffalo 

Denzel,  Mabel  lola 

Buffalo 

Krebiel,  Mattie  A. 

Clarence  Center 

DeVinney,  G.  Herbert 

Buffalo 

Larkin,  Margaret  Ellen 

Newfane 

Dycer,  Charlee  Elizabeth 

Buffalo 

Lee,  Ruth  E. 

Akron 

Dymond,  Sylvia  Edna 

East  Pembroke 

Livingston,  John  A. 

Buffalo 

Eastland,  Christine  A. 

Depew 

McCarthy,  John  Joseph 

Buffalo 

Elliott,  Maud  T. 

Buffalo 

McConnell,  Helen  Pearl 

Buffalo 

Englund,  Amanda  Kathryn 

Clean 

McDonnell,  Arthur  Joseph 

Buffalo 

Farrell,  James  Edward 

Buffalo 

McKay,  Alice 

Buffalo 

Fell,  Margaret 

Niagara  Falls 

McTague,  Kathleen  L. 

Buffalo 

Felt,  Colletta 

Buffalo 

Maher,  Michael  Joseph 

Buffalo 

Fernbach,  Rose  Loretta 

Forks 

Mazurowska,  Marie  M. 

Buffalo 

Ferry,  Eva  L. 

Buffalo 

Mikulski,  Florence  G. 

Buffalo 

Finger,  Lydia  W. 

Clean 

Miller,  Grace  E. 

Williamsville 

FitzGerland,  Anna  M. 

Java  Center 

Murphy,  Eunice  F. 

Lockport 

118 


Nellist,  Florence  M. 
O’Connor,  Evelyn  R. 
O’Donnell,  Mary  E. 

Ott,  Delia  Margaret 
Parker,  Inez  Sara 
Peck,  M.  Gertrude 
Perfield,  Mary  Louise 
Peterson,  Jane  Alvina 
Raffauf,  Ella  C. 

Regan,  Elsie  Martina 
Regan,  Margaret  Blanche 
Rehberg,  Ella  B. 

Reilein,  Edith  M. 
Reimann,  Agnes  B. 

Repp,  Florence  E. 

Reuter,  Helena  A. 
Rieman,  Alice  Rose 
Riggs,  Florence  Margaret 
Roach,  Cornelia  B. 

Rood,  Bertha  M, 

Rosa,  Elizabeth  B. 
Russell,  Evelyn  Elizabeth 
Sager,  Alta  Lodema 
Schaefer,  Norma  R. 
Shelbach,  Ahna  Elizabeth 
Shea,  James  L. 

Shepard,  Gertrude 
Siekmann,  Louise  A. 


Lydonville 
Wayland 
Portage 
Lancaster 
Buffalo 
Wiscqy 
Batavia 
S.  Bradford,  Pa. 

Rome 

Buffalo 

Buffalo 

Angola 

Cowlesville 

Buffalo 

Buffalo 

Springville 

Buffalo 

Batavia 

Buffalo 

Corning 

Williamsville 

Buffalo 

Buffalo 

Buffalo 

Buffalo 

Lackawanna 

Buffalo 

Buffalo 


Sirdevan,  Teresa  Catherine 
Slopey,  Xenia  Diana 
Smith,  Adah  Beatrice 
Sperber,  Ida  C. 

Stafford,  Marie  Cecilia 
Stetson,  Laura  M. 

Stoesser,  Gertrude  B.  W. 
Stratmeier,  Helen  A. 
Strubing,  Bertha  Mary 
Strubing,  Mabelle  E. 
Sullivan,  Joseph  Francis 
Summers,  Edna  M. 

Taylor,  Alice  Carmen 
Tefft,  Lucy  Luella 
Thompson,  Florence  Elnora 
Thomson,  Jean  Grierson 
Thum,  Esther  Marife 
Tiffany,  Ruth  Elizabeth 
Tillou,  Alma  Lucy 
Vallely,  Edith 
Walker,  Helen  Gertrude 
Warne,  Mildred  Lois 
Wickham,  Hazel 
Wilson,  Eleanor  Mackenzie 
Woelfie,  Laura  Fanny 
Wood,  Marguerite  Belle 
Woods,  Gladys  Leone 
Worden,  Mayme  Anabell 


Glean 
Springville 
East  Aurora 
Buffalo 
Gowanda 
Buffalo 
Buffalo 
Hamburg 
Buffalo 
Buffalo 
Silver  Springs 
Williamsville 
Buffalo 
Springville 
Lockport 
Titusville,  Pa. 
Hamburg 
Palmyra 
Elma  Center 
Cattaraugus 
Williamsville 
Buffalo 
Buffalo 
Buffalo 
Orchard  Park 
Buffalo 
Sanborn 
Delevan 


Kindergarten-primary  course 

Eiss,  Mildred  E.  • Buffalo 


Abbott,  Viola  D. 

Derry,  Edith  Mae 
Dixson,  Emily  W. 
Geoghegan,  Marie  A. 
Handy,  May  L. 
Hanrahan,  Helena  Marie 


Kindergarten  course 


Buffalo 
Buffalo 
Buffalo 
Lockport 
Akron 
Niagara  Falls 


Hathaway,  Georgia  E. 
McLaughlin,  Isabel  Marie 
Rosenau,  Shirley  J. 

Sisson,  Mildred  H. 

Wallen,  Eleanor  E. 

Wilkie,  F.  Edith 


Buffalo 
Buffalo 
Buffalo 
Cuba 
Oil  City  Pa. 
Buffalo 


Mechanical  drawing  course 


Lowe,  Harold  Thomas 


Buffalo 


Fisher,  Raymond  S. 
Heald,  George 
Nelson,  James  Elsworth 


Machine  shop 

Niagara  Falls 
Buffalo 
Lancaster 


practice  course 

Strunk,  Robert  Louis 
Weiffenbach,  Casper 


Mackay,  Idaho 
Buffalo 


Balk,  Joseph  J. 
Coughlin,  John 


Maul,  Andrew 
Miner,  Levi  Harmon 


Joinery  and  cabinet-making  course 

Mazurowski,  Francis  S. 


Buffalo 

Buffalo 


Pattern-making  course 

Purvis,  Robert 


Buffalo 
Collins  Center 


Plumbing  course 

Cole,  Leonard  J. 


Buffalo 


Buffalo 


Lockport 


Electrical  construction  course 

Warnhoff,  David  Buffalo 

Foundry  practice  course 

Webster,  George  W.  Buffalo 


119 


STATE  NORMAL  SCHOOL  AT  CORTLAND 


GRADUATES  IQ  1 3 

Elementary  teachers  course 


Allen,  Florence  M._ 

Andrus,  Hazel  Lucile 
Armstrong;,  Katherine  Elizabeth 
Ball,  Jennie  Louise 
Bannen,  Gertrude  H. 

Bamum,  Helen  C. 

Baum,  Lucy  A. 

Beardsley,  Ida  E. 

Beatman,  Bernice  Fuller 
Bell,  Catharine  Zoe 
Bell,  Olive  J. 

Bensley,  Pearl  R. 

Bezio,  Grace  Josephine 
Brennan,  Joanna  Hayes 
Brigham,  Bessie  Lucille 
Brigham,  Grace  Lenore 
Britt,  Eugene  D. 

Brooks,  Mabel  Ada 
Brotherton,  Florence  Lorena 
Bryan,  Arlie  E. 

Burke,  Agnes  E. 

Carty,  Clara  T. 

Christian,  Mildred  Jane 
Clarke,  Adeline  Lillie 
Colvin,  Carolyn  Una 
Costello,  Mary  E. 

Crandall,  Frances  Elizabeth 
Crowley,  Marie  Isabelle 
Cuykendall,  Ruth  Mather 
Dewey,  Lena  May 
Dickinson,  Ethel 
Dowling,  Anna  M. 

Dunn,  Frances  L: 

Dwyer,  Helena  F. 

Dykeman,  Kate 
Flynn,  Lucy 
Flynn,  Marie  Josephine 
Porshee,  Bernice  E. 

Gates,  Bertha  M. 

Grant,  Elsie  Rose 
Graves,  Blanche  Elizabeth 
Graves,  Margaret  Rebecca 
Griffin,  H.  Genevieve 
Haynes,  Mildred  Maxwell 
Haynes,  Twila  Mae 
Hinds,  Ruth  L. 

Hodskins,  Marion  B. 

Holbert,  Theodora  Clarke 
Hubbard,  Gladys  L. 

Hull,  Mildred 

Jennison,  Helen  Evangeline 
Knapp,  Carlotta  A. 

Knight,  Florence  Loena 
Kniskern,  Florence  A. 

Lake,  Claribel  D. 

Lamson,  Annie  Isabel 
Lanigan,  Charles  T. 

Lanigan,  Marie  L. 

Lawson,  Rose  A. 

Lee,  Jessie  L. 

Leonard.  Unus  Ella 


Cortland 
Cortland 
Corning 
Cortland 
Ithaca 
Binghamton 
Cortland 
Cayuga 
Afton 
Cortland 
Cortland 
Barton 
Hogansburg 
Albany 
Lestershire 
Lestershire 
Pabius 
Auburn 
Cortland 
Preble 
Jamesville 
Homer 
Lestershire 
Mamaroneck 
Woodhull 
Norwich 
Fabius 
Syracuse 
Moravia 
Candor 
Weedsport 
Rome 
Syracuse 
East  Syracuse 
Wilseyville 
Syracuse 
Binghamton 
McGraw 
Oxford 
Sennett 
Rome 
Clayton 
Binghamton 
Ballston  Lake 
Cortland 
Cortland 
Hudson 
Waverly 
Edmeston 
Berlin 
Cortland 
Auburn 
Lodi 
Deposit 
Utica 
Vermontville 
Cortland 
Cortland 
Syracuse 
Montour  Palls 
Harford  Mills 


Long,  Catherine  E. 

Martin,  Lena  Grace 
McCarriagher,  Mary  Elizabeth 
McLaughlin,  Rose  E. 
McPherson,  Anna  R. 
McSweeney,  Margaret  E. 
Mignault,  Cecile  Eugenie 
Miller,  Frances  Murray 
Mineah,  Marjorie  C. 

Morris,  Eloise  C. 

Morse,  Mildred  Edith 
Mudge,  Neva  Pearl 
Munson,  Lillia  Isabelle 
Murphy,  Jane 
Myers,  Sada  Marian 
O’Brien,  Ellen 
O’Brien,  Ellen  Gertrude 
O’Brien,  Marguerite  Ellen 
O’Hara,  Ethel 
O’Hara,  Mary  A. 

O’Reilly,  Helen 
Perry,  Wallace  Lucas 
Powers,  Winifred  C. 

Proctor,  Nellie  Veronica 
Reagan,  Ruth  M. 

Real,  Edith 
Reynolds,  Alice  Louise 
Robson,  Myrtice  E. 

Ryan,  Frank  J. 

Ryan,  Jane  May 
Ryan,  Veronica  L. 

Sarvay,  Laura 
Schermerhorn,  Mary  B. 
Shadduck,  Mary  E. 

Shanley,  Margaret  E. 

Shaw,  Marion  A. 

Sheerin,  Mary_ 

Slater,  Katharine  Green 
Smith,  Laura  J. 

Stark,  Alice  Elizabeth 
Stinard,  Florence  B. 

Strouse,  Bessie  Doris 
Sweeney,  Anna  E. 

Tallett,  Azella  A. 

Thompson,  Cora  E. 

Tierney,  Mary  A. 

Tozer,  Mary  E. 

Tucker,  Jane 
Turner,  Marie  Susan 
Tuthill,  Catherine  Olive 
Van  Duzer,.  Susan  Sayre 
Wackford,  Marion  Beatrice 
Wasson,  Virginia  P. 

Wells,  Anna  Phebe 
Whalen,  Frances  K. 

Whittle  Zella  Marguerita 
Willcox,  Lois  Velma 
Willis,  Florence  J. 

Wilson,  Grace  A. 

Winter,  Grace  Belle 
Youmans,  Mildred  A. 


Agan,  Julia  Agnes 
Barber,  Mary  E. 

Barry,  Gwendolyn 
Beaty,  Abby  Juliette 
Boxheimer,  Clara  Louise 
Brown,  Ruth  M. 

Burr,  Ann  Spaulding 
Campbell,  Mildred 
Cary,  Lucie  A. 
Cavanaugh,  Marguerite 
Coffin,  Pauline  E. 


Kindergarten-primary  course 


Syracuse 
Port  Edward 
Flushing 
Johnsonville 
Ithaca 
Georgetown 
Pawling 
Elkland,  Pa. 
Elmira  Heights 
Palmyra 
Bald  wins  ville 


Corwin,  Mabelle 
Dailey,  M.  Genevieve 
Decker,  Minnie  B. 
Dibble,  Julia  A.  L. 
Downs,  Hattie  G. 
Erk,  Helen  A. 

Fay,  Irene  M. 
Fenelon,  M arietta’ P. 
Gallagher,  Theresa 
Gardner,  Jessie  L 
Gates,  Ida  May 


LaFayette 
McGraw 
Romulus 
' Camden 
Canastota 
Cortland 
Syracuse 
Ithaca 
Cortland 
Solon 
Clayton 
McGraw 
Cortland 
Cato 
Owego 
Homer 
Canton 
Groton 
Binghamton 
Constableville 
Syracuse 
Cortland 
Jamesville 
Trumansburg 
[ Blodgett  Mills 
Rome 
Lestershire 
Augusta 
Cortland 
Fort  Edward 
LaFayette 
Cortland 
Cortland 
Cortland 
Camden 
Trumansburg 
Canastota 
Candor 
Cortland 
Riverhead 
Harford 
Elmira 
Glen  Haven 
Cortland 
Cortland 
Syracuse 
Ithaca 
Homer 
Cortland 
Homer 
Horseheads 
Oxford 
Watkins 
Greene 
Auburn 
Syracuse 
Cortland 
Lisle 
Mamaroneck 
Cortlan  d 
Whitney  Point 


Cortland 
Deposit 
Waterloo 
McGraw 
Riverhead 
Elmira  Heights 
Clinton 
Sag  Harbor 
Oxford 
Marathon 
Homer 


120 


Groff,  Mattie  R. 

Harding,  Cora  L. 

Hetchler,  Hazel  B. 
Krancher,  Ruberta  A. 
Leavitt,  Annie  M. 

Merrill,  Ruth  Cleaves 
Mullin,  Mary  A. 

Pattee,  Hortense  Josephine 


Fort  Plain 
Binghamton 
Franklinville 
Greenport 
Riverhead 
Lake  Placid 
Syracuse 
Hudson  Falls 


Peet,  Grace  Beatrice 
Smith,  Doris  M. 

Sprague,  Florence  Tanner 
Sprague,  Leah  Tanner 
Tallcott,  Hazel  Anna 
Watrous,  Edna  Earle 
Wise,  Mary  Ethel 
Young,  Jane  A. 


Cortland 

Palmyra 

Cortland 

Cortland 

Constantia 

Cortland 

Pompey 

Aquebogue 


Flanagan,  Daniel  F. 
McGraw,  Edward  Charles 
Miles,  Warren  E. 


Agricultural  course 

Vesper  Morrison,  Maynard  Milon 
Truxton  Ryan,  Frank  J. 

Erieville  Shill,  Claude  Edward 


Canton 

Fabius 

Avoca 


STATE  NORMAL  SCHOOL  AT  FREDONIA- 

GRADUATES  IQ  1 3 


Elementary  teachers  course 


Anderson,  Mabel  Lillian 

Brocton 

Meeder,  A.  Lillian 

Westfield 

Anderson,  Mable  Ellen 

Brocton 

Merker,  Helena  A. 

Westfield 

Bie,  Agnes  Grace 

Forestville 

Milks,  Irene  B. 

East  Randolph 

Blaisdell,  Alice  Mary 

Cherry  Creek 

Olson,  Mildred  Estelle 

Dunkirk 

Blasdell,  Flora  May 

Dayton 

Ostrye,  Mary  Ellen 

Dunkirk 

Boardman,  Ethel  Luella 

East  Randolph 

Page,  Clarence  Harold 

Westfield 

Brightman,  Estelle  Martha  Mayville 

Palmer,  Olive  E. 

Fredonia 

Burlage,  Stanley  R. 

Fredonia 

Pettit,  Lucy  Elenora 

Fredonia 

Chapman,  Anna  Matilda 

Mayville 

Phelan,  Helen  Irene 

Forestville 

Cornwell,  Ruth  Eloise 

Sardinia 

Raymond,  Lola  D. 

Lily  Dale 

Corwin,  Mary  Leone 

Limestone 

Reuter,  Agnes 

Dunkirk 

Cross,  Lulu  Luthera 

Sinclairville 

Schwan,  Werner 

Fredonia 

Daley,  Bessie  V. 

Dunkirk 

Scott,  Edna  Terry 

Fredonia 

Davis,  Edith  Carol 

Fredonia 

Skinner,  Aline 

Brocton 

Dibble,  Alice  Elizabeth 

Westfield 

Skinner,  Frances  Floy 

Panama 

Estrom,  Leila  Marie 

Limestone 

Spencer,  Harriet  Elizabeth 

Cherry  Creek 

Farnham,  Hannah  Agnes 

Brocton 

Spencer,  Julia  Alice 

Cherry  Creek 

Griffith,  Ruth  Margaret 

Farmersville 

Smith,  Hazel  Roena 

Silver  Creek 

Grover,  Minnie  Alta 

Binghamton 

Smith,  William  N. 

Albion 

Hankinson,  Eva  Louella 

Sinclairville 

Stacy,  Nina  Dorothy 

Little  Valley 

Hansen,  Helen  Victoria 

Dunkirk 

Straight,  Lena  Pearl 

Cassadaga 

Havens,  Emma  Blanche 

Hornell 

Town,  Elva 

Cattaraugus 

Hovey,  Elizabeth 

Fredonia 

Tuttle,  Susie  L. 

Brocton 

Johnson,  Ellen  Frankie 

Sheridan 

Waite,  Margaret 

Cassadaga 

Johnson,  Lillian  Isabel 

Falconer 

Warner,  Lillian  Mae 

Forestville 

Johnson,  Margaret 

Cassada,ga 

Watt,  Alexandria 

Fairport 

Keehn,  Florence  Lucile 

Dunkirk 

Willing,  Ethel  Young 

Sherman 

Keith,  Nina  A. 

Ripley 

Wiltsie,  Daisy  Mildred 

Randolph 

Luke,  George  C. 

Fredonia 

Wood,  Ruth  Rebecca 

Brocton 

McFadden,  Ruth  Lillian 

Westfield 

Woods,  Louis  Earnest 

Fredonia 

Manni,  Pauline  Aleetah 

Dunkirk 

Woods,  Dora  Harriet 

Gerry 

Martin,  Louise  S. 

Fredonia 

Kindergarten  course 

Johnson,  Elva  Gladys 

Jamestown 

Rogger,  Mildred  Annette 

Dunkirk 

Kellogg,  Mary  Florena 

J amestown 

Quick,  Edith  Frances 

Titusville 

Kindergarten-primary  course 

Bullock,  Esther  Caroline 

Cambridge  Sp’s,  Pa. 

Rhodes,  Auleen  Bertha 

Dunkirk 

Bunce,  Clara  Frances 

Frewsburg 

Wood,  Ethel  Mae 

Brocton 

Hoag,  Florence  Luella 

Dunkirk 

Music  i 

course 

Clapp,  Ethelyn  Lorene 

Ellington 

Gould,  Ethel  Adelaide 

Fredonia 

Clark,  Martha  Frances 

Fredonm 

Hart,  Mildred  Goldberg 

Fredonia 

Crane,  Irene  Lillian 

Fredonia 

Drawing 

course 

Clapp,  Ethelyn  Lorene 

Ellington 

Hart,  Mildred  Goldberg 

Fredonia 

Crane,  Irene  Lillian 

Fredonia 

Spear,  Ruby  Irma 

Brocton 

Gould,  Ethel  Adelaide 

Fredonia 

121 


STATE 

NORMAL  SCHOOL  AT  GENESEO 

GRADUATES  I913 

Elementary  teachers  course 

Albright,  Esca  L. 

Webster 

McGinty,  Lina  Anna 

Nunda 

Babcock,  Lena  F. 

Prattsburg 

McClure,  Mabel  Eliza 

Middlesex 

Beach,  L.  Viola 

Dundee 

MacDonell,  Lura  M, 

Bolivar 

Boylan,  Edith 

Arkport 

Mac  Mann,  Elsie  V. 

Greenport 

Britton,  Florence 

Geneseo 

Marquett,  Elizabeth 

Rhinebeck 

Broumowsky,  Marie 

Rochester 

Marsh,  Ruth  Elizabeth 

Nunda 

Brown,  Helen  A. 

Port  Jefferson 

Mannix,  Abbie  L. 

Sonyea 

Chase,  John  M. 

Geneseo 

Maxwell,  Nellie  M. 

Newport 

Clapper,  Eva  L. 

Canadaigua 

Mayne,  Edna  Jane 

Morgan  ville 

Clendenning,  Sophie  P 

Avon 

Meyers,  Lora  Catherine 

Springville 

Coleman,  Ada  Adell 

Hilton 

Miller,  Charlotte  J. 

Penn  Yan 

Cocoran,  Margaret  Grace 

Palmyra 

Monahan,  Frances 

Clean 

Craig,  Esther  B._ 

Canaseraga 

Mooney,  Edward  Samuel,  Jr. 

Dans  ville 

Crittenden,  Melissa  H. 

Whitesville 

Murphy,  Hazel  Frances 

Salamanca 

Croston,  Anna 

Mount  Morris 

Newberry,  Georgia  A. 

Newport 

Culver,  Mae 

Pavilion 

G’Brien,  Margaret 

Middleville 

Curran,  M.  Agnes 

Mount  Morris 

G’ Connor,  Loretta  Margaret 

Cameron  Mills 

Curry,  Helen  H. 

Burns 

Patous,  Ruby  E. 

Pavilion 

Davis,  Frank  E. 

Geneseo 

Perkins,  Maude  M. 

Livonia 

DeMocker,  Margaret  J. 

Nunda 

Price,  Pearl 

Montour  Falls 

Diver,  Ethel  Mae 

East  Pembroke 

Purdy,  N.  Edith 

Canandaigua 

Dieffenbacher,  Ma^L. 

Geneseo 

Roberts,  Lena 

Black  Creek 

Driscoll,  Ella  S, 

Clean 

Sanderson,  Ethel 

Elba 

Driscoll,  Clive  C. 

Glean 

Schaefer,  John  Joseph  West  New  Brighton 

Drumm,  Elizabeth  M. 

Newport 

Schwingel,  Cleo  L. 

Burns 

Easterbrook,  Harriet  Jane 

Horseheads 

Seager,  Sarah  Elizabeth 

Bath 

Ellison,  Laura  J. 

Penn  Yan 

Skivington,  Elizabeth 

Mumford 

Forbes,  Martha  M. 

[Salamanca 

Slattery,  Martha  Ellen 

Atlanta 

Frenzel,  Clara  J. 

Corning 

Soper,  Catherine  Louise 

Avon 

Frey,  Mary  Elizabeth 

Corning 

Stevenson,  Esther 

LeRoy 

Fiomholzer,  Matilda  T. 

Strykersville 

Stoll,  Cora  D. 

Machias 

Geise,  Margaret  A. 

Clean 

Stoll,  Elizabeth 

Machias 

Gibbs,  Lutie  Clark 

Livonia 

Sullivan,  Helen_ 

Baldwinsville 

Groden,  Bertha  H. 

Penn  Yan 

Sutton,  Marjorie  M. 

Dundee 

Hall,  Caroline  Parks 

Geneseo 

Swanson,  Marion  E, 

Mount  Morris 

Hall,  Margaret 

Geneseo 

Tenbrook,  Harriett  A. 

Way  land 

Halloran,  Helen  J. 

Canisteo 

Thomas,  Mildred  L. 

Fillmore 

Harman,  KatherinelK. 

Interlaken 

Thompson,  Maud  E. 

Warsaw 

Harris,  Bessie  D. 

Sag  Harbor 

Tuck,  Florence  M. 

Clyde 

Hays,  Maude  L. 

Wyorning 

Turner,  Carrie 

Allegany 

Hawley,  Neta  K. 

Canandaigua 

Tuthill,  Maude 

Southampton 

Hazen,  Helen  Gertrude 

Livonia 

VanCrsdale,  Jennie  L. 

York 

Hickey,  Kathleen  Helen 

Addison 

Vickland,  Ellen  Elizabeth 

Wells  ville 

Houghton,  Gertrud^L. 

Glean 

Walsh,  Alice  C. 

Mount  Morris 

Howes,  Merle 

Wyoming 

Walsh,  Mary  Louise 

Salamanca 

Jeffery,  Edna  Isabel 

Palmyra 

Weller,  Maude 

Mount  Morris 

Keeler,  Delaphine 

Cohocton 

Wellman,  Anna  L. 

Pavilion 

Kipp,  Mary  E. 

Penn  Yan 

Werner,  Alfred  Cox 

Geneseo 

Launt,  Annabel 

Sidney 

Werner,  Myrtle  Adella 

Nunda 

LeGro,  Ella 

Savona 

Wolf,  Marguerite  B. 

Dansville 

Locker,  Mary  E, 

Greenport 

Wyman,  Beulah  A. 

D arien  Center 

Mattice,  Ida  May 

Bath 

Kindergarten-primary  course 


Bussell,  Margaret  Gilmore 
Carroll,  Gertrude 
Chapman,  Hazel  Bliss 
Dolphin,  Kathleen 
Donley,  Mariam  Lucile 
Geer,  Lois  P. 

Gilman,  Janet 
Haire,  Lauretta 
Heath,  Elsie  May 
Hopper,  Hazel  Emma 
Ingalls,  Helen  Marguerite 


Glean 
Horn  ell 
Penn  Yan 
Kane 

North  Cohoctcn 
Irondequoit 
Mount  Morris 
Horn  ell 
Avon 
Horn  ell 
Hornell 


Jaffray,  Margaret  B. 
McIntyre,  Sylvia  Louise 
Nelson,  Susannah  C. 
Scofield,  Ellen  L. 
Sutherland,  Pearl 
Taber,  Ruth  Christianna 
Van  Kirk,  Amy  A. 

Ward,  Elizabeth  Lane 
Wells,  Annette  Eliza 
Winchell,  Grace  Ruth 
ZixTimer,  Harriett  T. 


Rochester 
Hornell 
Coudersport,  Pa. 

Allegany 
Caledonia 
Bradford,  Pa. 
Waterloo 
Hammondsport 
Avoca 
Clyde 
Hammondsport 


Kindergarten  course 


Jones,  Jennie  Quinby 


Henrietta 


122 


Teacher  librarian  course 

Alger,  Evelyn  Honeoye  Farrell,  Mary  Therese  Macedon 

Babel,  Estelle  Catherine  Clean  Moran,  Julia  Louise  Avon 


STATE  NORMAL  SCHOOL  AT  NEW  PALTZ 


Allen,  Elizabeth 
Allen,  Julia  P. 
Anderson,  Alice 
Apkes,  Emma  A, 

Baily,  Emma  K. 

Beck,  Irma  E. 

Beers,  Edith  M. 
Benson,  Florence  M. 
Bowman,  Cornelia 
Brough,  Lilian  N. 
Brown,  Gertrude  S. 
Brown,  Vera  M. 

Bull,  Elizabeth  A. 
Burnett,  Elizabeth 
Campbell,  Luella  E. 
Cheshire,  Harriet  E. 
Clarke,  Mary  A. 

Cocks,  Alice 
Cooke,  Madelene  M. 
Covert,  Myra  E. 
Dalton,  Anna  G. 
Decker,  Ethel 
Dolson,  Guy  C.  B. 
DuBois,  Nellie  A. 
Easton,  Ruth  G. 
Farrell,  Anna  M. 
Fleming,  Mary  E. 
Fletcher,  Edna  F. 
Foley,  Theressa  H. 
Fredd,  Mabel  E. 
Gemmill,  Ruth 
Gerken,  Theresa  F. 
Ginsburg,  Rose 
Hallenbeck,  Eva  M. 
Hallpck,  Marguerite 
Harris,  Marjorie 
Hays,  Lila  M. 

Hazard,  Genevieve 
Healey,  Cecilia  L. 
Hedges,  Clara  B. 
Herbert,  Ethel  C. 
Holmes,  Viola  S. 

Hoyt,  Mildred  S. 
Hyndman,  Elizabeth  J. 
Illensworth,  Estelle 
Inglee,  Emma  G. 


GRADUATES  IQ  1 3 


Elementary  teachers  course 


Port  Washington 
Peekskill 
Cold  Spring 
Schenectady 
New  Paltz 
Sag  Harbor 
Harrison 
Highland 
Clinton  Corners 
Brooklyn 
Gouverneur 
East  View 
Goshen 
Montgomery 
Newburgh 
Bayville 
Tompkins  Cove 
Poughkeepsie 
Poughkeepsie 
West  Park 
Goshen 
Highland 
New  Paltz 
New  Paltz 
Gouverneur 
Highland  Falls 
Rosendale 
Brooklyn 
Newburgh 
Ellenville 
Middletown 
North^Tarrytown 
Kingston 
Hudson 
Patchogue 
Montgomery 
Walden 
Sag  Harbor 
Kingston 
Patchogue 
Peekskill 
Walden 
Matteawan 
Newburgh 
New  Paltz 
Amityville 


Jacobi,  Marguerite 
Jaconson,  Ethel  M. 
Jessup,  Phebe  D. 
Ludlam,  Martha  S. 
McDonough,  Anna  A. 
McGuirk,  Mary  A. 
Mauro,  Carmela  M. 
Maxwell,  Anna  E. 
Mengel,  Jennie  E. 
Miller,  Veronica 
Minihan,  Mary  E. 
Muldowney,  Rosamond 
Murphy,  Edith 
Newell,  Ruth  B. 

Nichols,  Cornelia  R. 
Nicklin,  Blanche 
Nielsen,  Pearl  E. 
O’Reilly,  Agnes  M. 
Peattie,  A.  Estelle 
Powell,  Anna  M. 

Pugh,  Carolyn  A. 

Relf,  Elsie  A. 

Rice,  Lottie 
Riley,  Lillian  R. 

Rogers,  Mae  C. 

Rogers,  Mary  V. 

Russell,  Lulu  M. 

Ryan,  Emma  H. 

Ryan,  Kathleen  A. 
Schopper,  Christiana  L. 
Smith,  Abby  K. 

Smith,  Fanny  W. 

Smith,  Lillian  M. 
Somerest,  Ethel 
Spencer,  Marguerite 
Stickel,  Ruth 
Stone,  Mildred  F. 
Teehan,  Mary  M. 
Torrence,  Hattie  J. 
Townsend,  Mabel  E. 
Traviss,  Florence 
Webb,  Bertha  F. 

Weed,  Miriam  H. 
Weeks,  Nona  M. 
Wheeler,  Marion  E. 
Wilson,  Ellen  P. 


Philmont 
Mahopac 
Florida 
Hewletts 
Cold  Spring  Harbor 
Cold  Spring 
Gloversville 
Y onkers 
Newburgh 
Highland  Falls 
Poughkeepsie 
, Poughkeepsie 
Port  Jervis 
Gouverneur 
Peekskill 
Marlborough 
Mount  Vernon 
Poughkeepsie 
Fishkill-on-Hudson 
Amityville 
Mount  Kisco 
Poughkeepsie 
Rock  Hill 
Newburgh 
West  Point 
Newburgh 
Matteawan 
Newburgh 
Peekskill 
West  Point 
Patchogue 
H ast  ings-on-H  udson 
Poughkeepsie 
Walden 
Gouverneur 
Staatsburg 
Kingston 
Delhi 
Mamaroneck 
Highland 
Stanfordville 
Claverack 
Rocklet 
Patchogue 
Kingston 
Bronx  Manor 


H 


Berg,  Matilda  L. 
Boyd,  Florence  W. 
Burnett,  Edith  M. 
DeWitt,  Bessie  L. 
Ennis,  Kate  R. 
Graves,  Jessie  D. 
Ketcham,  Ruth 
Leonard,  Ethel  V. 


Kindergarten-primary  course 


Tillson 
Otisville 
Montgomery 
New  Paltz 
Stony  Brook 
Watertown 
Northport 
Tarry  town 


MacCallin,  Mattie  J. 
Mellert,  Myrtle 
Mitchell,  Jessie  A. 
Palmer,  Beatrice  C. 
Russell,  Madelon 
Smith,  Florence  M. 
Winkelmann,  Hilda  M. 


Dutchess  Junction 
Rosendale 
Fort  Washington 
Millerton 
Tarry  town 
Port  Washington 
Highland  Falls 


123 


STATE  NORMAL  SCHOOL  AT  ONEONTA 


Arnold,  Sarah 
Barber,  E.  Olive 
Batty,  Anna  G. 

Belknap,  Agnes  L. 
Bennett,  Arthur  T. 
Benson,  Flossie  M. 

Blend,  Ethel  K. 

Bowen,  Helen  A. 
Bradbury,  Sarah  H. 
Brandt,  Edna  C. 
Bronson,  Grace  W. 
Brostrom,  Ruth  I. 

Burch,  Naomi  C. 

Cain,  Cora  B. 

Campbell,  Vesta  H. 
Carney,  Anna  E. 

Carroll,  Marie  A. 

Casey,  Agnes  N. 

Castle,  Mabel  C. 

Cleaver,  Ella  J. 

Conboy,  Elizabeth 
Cooper,  Florence  E. 
Crosby  , Mertle  L. 
Cummings,  Doris  J. 
Cummings,  Edith  M. 
Davis,  Lulu  B. 

Dickinson,  Bessie  M. 
Eastman,  Kathryn  B. 
Erka,  Sophia  C. 

Farrar,  Grace  E. 

Field,  Edith 

Fitzgerald,  Gertrude  M. 
Fletcher,  Mary  E. 
Fullem,  Margaret  E. 

Gile,  Nellie  A. 

Goodenow,  Anna  L. 
Goodman,  Kathleen  J. 
Graham,  Lillian  B. 

Grant,  Helen  G. 

Greene,  Edna  M. 
Gunning,  Mary  K. 
Gustin,  Grace  E, 
Hansman,  Martha  E. 
Hardin,  Ethyl  L. 

Harford,  Carrie  M. 
Harrington,  Sarah  E. 
Hatcher,  Laura  L. 
Helmer,  Laura  B. 
Heydtmann,  Gertrude  H. 
Higby,  Nellie  B. 

Higgins,  Bertha  M. 
Higgins,  Elizabeth  A. 
Hodges,  Dorothy  L. 
Hoke,  Mary  J. 

Horn,  Emily  H. 

Howell,  Josephine  T. 
Hubbell,  Ida  A. 

Jeffery,  C.  Rachel 
Jencks,  Rachel 
Jones,  Claudia  E. 

Jones,  Lillian  W. 

Joynt,  Ruth  A. 

Keays,  Beulah 
Kehoe,  Mary  V. 

Kelley,  Jane  I. 

Kelly,  Hannah  E. 

King,  Dora  1. 

Kinsella,  Elizabeth  M. 
Kirk,  Mary  E. 

Krom,  Alice 
Lantry,  Alice  F. 

Loomis,  Rhetta  R. 


GRADUATES  I913 


Elementary  teachers  course 


Dolgeville 
Corinth 
Schaghticoke 
Hancock 
White  Plains 
Wassaic 
Oneonta 
Saratoga  Springs 
Binghamton 
Utica 
Oneonta 
Hagaman 
Hart  wick 
Richmondville 
Milford 
Ilion 
Hamilton 
Smithville  Flats 
Bartlett 
Schuylerville 
Utica 
Adams 
Utica 
Bayonne,  N.  J. 
Oriskany  Falls 
Herkimer 
Guilford 
Fort  Ann 
Edmeston 
Warrensburg 
White  Plains 
Bouckville 
Shavertown 
Frankfort 
Oneonta 
Utica 
Warrensburg 
Andes 
Delhi 
Palmer 
Ticonderoga 
Oneonta 
Schaghticoke 
Schenectady 
Sidney 
Gilbertsville 
Oneonta 
Herkimer 
Oneonta 
Middleville 
Greenwich 
Greenwich 
Gansevoort 
Cooperstown 
White  Plains 
White  Plains 
Roxbury 
Trumansburg 
Ilion 
Remsen 
Utica 
Rome 
Warrensburg 
West  Winfield 
Witherbee 
Corinth 
Clayville 
Utica 
Clinton 
High  Falls 
Kingston 
Burlington  Flats 


Luce,  Dorothy  M. 
McDonald,  Ethel  D. 
McMahon,  Elizabeth  C. 
McNeilly,  Helen  D. 
McRorie,  Vera  A. 
Mackey,  Estelle  M. 
Marsh,  Ella  M. 

Maxted,  Eugenia  S. 
Merriman,  Letha  1. 
Miller,  C.  Louise 
Molineux,  Mildred 
Moody,  Helen  M. 
Morgan,  Winifred  L. 
Morrell,  Mercedes  G. 
Muldowney,  Margaret  F. 
Myers,  Ida  H. 

Nestle,  Mary  E. 

Noonan,  Margaret 
Nugent,  Katherine  C. 
Osborn,  Ruth  B. 

Osborne,  Kathaleen  I. 
Palmiter,  Ruth  L. 

Park,  Gertrude  D. 
Patterson,  Helen  E. 

Pine,  Florence  L. 
Ramsey,  Marguerite  C. 
Riley,  Loretta  T. 

Rogers,  Minnie  E. 
Rooney,  Katherine  M. 
Roth,  Louise 
Schied,  Marie  L. 

Seaman,  Catherine  R. 
Seufert,  Katharine 
Sewell,  Ruth  M. 

Seymour,  Georgianna  M. 
Sherburne,  Adelaide  B. 
Sherman,  Beulah  C. 

Siltz,  Beatrice  W. 
Simpson,  Amy  A. 

Smith,  Grace  W. 

Smith,  Leona  M. 

Spicer,  Florence  B. 
Stanton,  Anna  M. 
Strickland,  Delia 
Taylor,  Helen  A. 

Toles,  Ethel  G. 
Tompkins,  Helen  G. 
Tooker,  Emily 
Towt,  Elizabeth  J. 

Towt,  Mary  V. 

Traver,  Inez  M. 

Turner,  Ida  M. 

Vandusen,  Jessie  M. 
Vandyke,  Ruth  L. 
Vanhorne,  Evelyn  H. 
Verplanck,  Helen  E, 
Waldo,  Ethel  M. 
Walthart,  Ethel  M. 
Weber,  Adelaide 
Wells,  Mary  A. 

Werdge,  Amelia  M. 

West,  Ada  E. 

Wheeler,  Mabel  B, 

White,  Marie  E. 

Wilcox,  Allie  M. 

Wilcox,  Madge  R. 
Williams,  Marietta 
Williams,  Ruth  M. 
Wright,  Elizabeth  T. 
Wykes,  Frances  E. 
Yokey,  Blanche  M. 


Oneonta 
Cooperstown 
Utica 
White  Plains 
Milford 
Meridale 
Oneonta 
Springfield  Center 
Wells  Bridge 
Cleveland,  O. 
Middleville 
Saratoga  Spririgs 
Granville 
Syracuse 
Saratoga  Spa 
New  Lisbon 
Fort  Plain 
Schenevus 
Oneonta 
Milford 
North  Creek 
Brookfield 
Saratoga  Springs 
Port  Jervis 
Walton 
Luzerne 
Valley  Falls 
Binghamton 
Binghamton 
Varysburg 
Utica 
Unadilla 
Utica 
Oneonta 
Oneonta 
So.  New  Berlin 
Corinth 
Port  Chester 
Brooklyn 
Sherrill 
Oneonta 
Richmondville 
Granville 
Binghamton 
Schenectady 
Gilbertsville 
Oneonta 
Port  Jefferson 
Nyack 
Nyack 
New  Berlin 
Melrose 
Fergusonville 
Cornwallville 
Sidney 
White  Plains 
Rome 
Callicoon 
Orange,  N.  J. 
N ewport 
Utica 
Glens  Falls 
Clinton 
Rye 
Worcester 
Oriskany  Falls 
Granville 
Remsen 
Worcester 
Otsego 
V ernon 


124 


Brown,  Helen  E. 
Cornish,  Marion  F. 
Dersey,  Laura  F. 
Gillen,  Winifred  E. 
Grinnell,  Gladys  E. 
Hallenbeck,  Maude  L. 
Hopkins,  Ina  I. 
Hunter,  Elizabeth  W. 
Jones,  Catharine  A. 
Jones,  Vera  N. 

Kittell,  Olive  C. 


Kindergarten-primary  course 


Leonardsville 
Carmel 
Rome 
Lyons  Falls 
Broadalbin 
Fort  Chester 
Oneonta 
Johnstown 
Utica 
Poland 
Kinderhook 


Medbury,  Anna  B. 
Miller,  Helene  R. 
Mitchell,  Edith  M. 
Phelps,  Bessie 
Riley,  Edith  M. 
Staley,  Majorie 
Stilson,  Ida 
Swift,  Ruth  M. 
Wells,  Ruth  H. 
White,  E.  Irene 
Wilson,  Mae  R. 


New  Berlin 
Oneonta 
East  Meredith 
South  Edmeston 
Oneonta 
Dolgeville 
Delhi 
Mohawk 
Oneonta 
Taberg 
Oneonta 


STATE  NORMAL  SCHOOL  AT  OSWEGO 


GRADUATES,  JANUARY  I913 


Elementary  teachers  course 


Bidinger,  Margaret  Anna 
Carpenter,  Marcia  Nora 
Connelly,  Vivian  Frances 
Crahan,  Bernadette  Annette 
Crowley,  Daniel 
Haralla,  Anthony  T. 

Hitt,  Mildred  A. 

Ingalls,  Corinne  Matilda 
Keefe,  Abram  Charles 
Loos,  Helen  Wilson 
Mack,  Agnes  Catherine 


Syracuse 
Oswego 
Fulton 
Fulton 
East  Florence 
Oswego 
Central  Square 
Oswego 
Oswrego 
Walton 
Oswego 


Murray,  Gertrude  Regina  Fishkill-on-Hudson 

O’Hara,  Anna  Mae  Oswego 

Owens,  Emma  Mary  Oswego 

Park,  Bessie  _ Wolcott 

Randall,  Alice  Louise  Liverpool 

Scheutzow,  Evelyn  Josephine  Oswego 

Sculley,  Francis  Marie  Oswego 

Terry,  Margaret  Josephine  Stamford 

Travis,  Eva  Pearl  Herkimer 

White,  Pearl  S.  Norwich 


Kind  erg  arte  n-p  rimary  course 


Bliss,  Ethel  Van  Derveer 
Burr,  Minnie  Louise 
Hack,  Marjorie  Bertha 


Baldwin  sville 
Oswego 
Syracuse 


Jenkins,  Josephine  Emma 
Law,  Charlene  Adelle 
N ester,  Irene  Estella 


Adams 
M anlius 
Geneva 


Manual  arts  course 

Sylvester,  Harold  Dexter  Fulton 


GRADUATES,  JUNE  I913 


Elementary  teachers  course 


Allis,  Majorie  May 
Archer,  William  Earl 
Aylesworth,  Ada  Lucille 
Bannon,  Anna  Catherine 
Barber,  Leah 
Blakeslee,  Inez  Clarissa 
Boylen,  Agnes  Mary 
Brown,  Dorothy 
Bunker,  D.  Leon 
Byrne,  Ethel  Isabel 
Carroll,  Helen  Marion 
Cavanaugh,  Jennette  L. 
Chard,  Jessie  Beatrice 
Cochrane,  Harriette  S. 
Cole,  Bertha  Emily 
Coppernoll,  Olive  Ruth 
Corrigan,  Katharine  Marie 
Crimmins,  Anna  Alice 
Davis,  Ethel  Florence 
Denton,  Estelle  P. 

Depew,  Susie  Adelaide 
Deuel,  Mabel  Etta 
Donahue,  Helen  Louise 
Dowd,  Elizabeth  Cecil 
Drumm,  Mary  Louise 
Dunn,  Irene  Elizabeth 
Eckes,.  Doraetta 
Eddy,  Jessie  Gertrude 
Farley,  Lucy 
Farmer,  Florence  C. 


Rye 
Lowville 
Fulton 
Copenhagen 
Jordan 
Canisteo 
Oswego 
Elbridge 
Oswego 
Oswego 
Oswego 
Ogdensburg 
New  Hartford 
Oswego 
Syracuse 
Oswego 
Oswego 
Harrisville 
Middletown 
Oswego 
Peekskill 
Barneveld 
Oswego 
Rome 
Oswego 
Rome 
Y onkers 
Richland 
Oswego 
Mexico 


Finnegan,  Marie  Elizabeth  Newcomb 

Galloway,  Ruth  Yonkers 

Gardner,  Beatrice  Sturtyvant  Westtown 

Gleason,  Katharine  Oswego 

Green,  Elizabeth  Kathryn  Fayetteville 

Groat,  Isabel  Margaret  Oswego 

Hamlin,  Bessie  May  Liverpool 

Hawkins,  Agnes  Marie  Oswego 

Heacock,  Laura  E.  I Gloversville 

Hendley,  Mary  Chelsey  Camden 

Hilbert,  Sophie  Elizabeth  Oswego 

Holley,  Geraldine  Louise  Mexico 

Hunt,  Marguerite  Louise  Oswego 

Hutchinson,  Alice  Josephine  Oswego 

Kiley,  Jessie  Louise  Baldwinsville 

King,  Florence  Christina  Oswego 

Loftus,  Laura  Victoria  Oswego 

Lynch,  Grace  Elizabeth  Fulton 

Lynch,  Kathryn  Ogdensburg 

Mallory,  Iris  C.  Walton 

McBride,  Alice  Isabelle  Utica 

McCarthy,  Kathleen  Marie  Baldwinsville 

McCollum,  M.  Marie  Fulton 

McCriskin,  Marie  A.  Oswego 

MacDonald,  Camilla  Leona  Mount  Kisco 
McKinstry,  Marietta  Van  Denmark  Oswego 
McPeak,  Anna  Marie  Jordan 

Moore,  Ruth  Grinnell  _ Utica 

Maroney,  Genevieve  Louise  Oswego 


Maroney,  Helen  J. 


Port  Byron 


125 


Maroney,  Margaret  Elizabeth 
Nelson,  Ruth  Amy 
Northrop,  Hazel  E. 

O’Brien,  Anna  Josephine 
O’Connor,  Alice  Elizabeth 
O’Grady,  Marie 
O’Reilly,  Estella  D. 

Parsons,  Edith  Moffatt 
Parsons,  Helen  F, 

Pease,  Ruth  Elizabeth 
Peterson,  Hilda  Marie 
Powell,  Elsa  Julia 
Raby,  Margaret  Mary 
Raynor,  Charlotte  Elizabeth 
West 

Remington,  Stella 
Robbins,  Harriet  Frances 
Robinson,  Florence  Adelaide 
Rogers,  Marie  C. 

Schneider,  Ruth  Margaret 
Schutt,  Florence  Alta 
Shalibo,  Teressa  Elizabeth 


Auburn 
Fulton 
Oswego 
Utica 
Oswego 
Oswego 
Camillus 
Roxbury 
Marcellus 
Oswego 
Dobbs  Ferry 
Blossvale 
Oswego 

Hampton  Beach 
Phoenix 
Durhamville 
Oswego 
Fulton 
Oswego 
Kingston 
Union  Springs 


Shea,  Ethel  Marie 
Sinclair,  Anna  Laura 
Slauson,  Nina  Ella 
Smith,  Estella  Mary 
Smith,  Gladys  Sarah 
Smith,  Mabel  Leonora 
Smith,  Mercy 
Somers,  Florence  Wilkins 
Stebbins,  Rena  Catherine 
Stewart,  Elsie  M. 

Stone,  Frederick  Losee 
Tiby,  Mary  Josephine 
Tidnam,  Alice  Blanche 
Van  Wie,  Marion  Babbitt 
White,  Greta  Frenchon 
Whitney,  Olive  Clara 
Whittemore,  Sadie  E. 
Wiesner,  Dorothy  Emma 
Wilcox,  Harriet  Mae 
Wood,  Alice  Vera 
Woods,  Eugenia  Beatrice 
Wright,  Bertha  Harriette 


Oswego 
Lysander 
Oswego 
Vernon  Center 
Vernon  Center 
Clyde 
Fonda 
Belgium 
Williamson 
Baldwinsville 
Syracuse 
Syracuse 
Yonkers 
Randall 
Walton 
Oswego 
Fulton 
New  York 
Fulton 
West  Martinsburg 
Oswego 
Oswego 


Kindergarten-primary  course 


Allen,  Lois  Bell 
Crane,  Ellen  Elizabeth 
Dullea,  Mary  Lianda 
Hayes,  Edith  Mae 
Johnson,  Alice  Marie 
Leahy,  Anna  Loretto 
Moran,  Minnie  Elizabeth 


Oswego  Ostrom,  Nenah’^Belle 

Oswego  Sheffield,  Ruth  Mary 

Massena  Springs  Simonson,  Grace  May 

Solvay  Stanton,  Hazel  Olive 

Little  Falls  Wagner,  Julia  D. 

Little  Falls  Williams,  Ruth  Eveline 

Fort  Hunter  Wood,  Genevieve 


Oxford 
Fort  Plain 
Lynbrook 
Oneida 
Fort  Plain 
Syracuse 
Middletown 


Kindergarten  course 

Austin,  Elizabeth  Graham  Utica  Jenne,  Marion  Ruth 

Close,  Alison  Jean  Gouverneur  Leonard,  Ruth  M. 


Oswego 

Binghamton 


Brunswick,  Harry 
Bullock,  Carl  Henry 
Gregory,  Ethel  Maude 
Hardie,  Orla 
Hopkins,  Thomas  Wells 
Langan,  Paul  Conway 


Manual  arts  course 


Oswego 

Oswego 

Lockport 

Mexico 

Fulton 

Oswego 


May,  Joseph  Leslie 
Peterson,  Ellen  Mary 
Roda,  Charles  William 
Wetmore,  Edwin  Delos 
Wilson,  Marcia  Marion 
Wilson,  Mary  Belle 


Oswego 
W ashingtonville 
Walton 
Oswego 
Appleton 
Appleton 


STATE  NORMAL  SCHOOL  AT  PLATTSBURG 


GRADUATES  I913 


Elementary  teachers  course 


Ash,  Julia  Louise 
Burns,  Mary  Elizabeth 
Benjamin,  Minerva  M. 
Burke,  Mary  Frances 
Buxton,  Laura  Albertine 
Bessette,  Celeste  Catherine 
Cahill,  Mary  Margaret 
Emmons,  Jessie  Maude 
Finnigan,  Jannette  Kathryn 
Finnessey,  Anna  Veronica 
Fennell,  Elizabeth  Cecilia 
Finn,  Anna  R. 

Gilroy,  Helen  Teresa 
Judd,  Jessie  Evelyn 
Long,  Ellen  Mary 


Ticonderoga 
Port  Henry 
Whitehall 
Mineville 
Plattsburg 
Plattsburg 
Plattsburg 
Bloomingdale 
Plattsburg 
Schenectady 
Saratoga  Springs 
Fort  Edward 
Winooski,  Vt. 
Plattsburg 
Plattsburg 


Lucas,  Matilda  Veronica 
Lobdell,  Ruth  Barker 
Murtagh,  Mary  Marguerite 
McCannah,  Catherine  Florence 
McGaulley,  Grace  Loretta 
M inkier,  Gladys  Ethel 
Morgan,  Mary  Helena 
Nash,  Catherine  Grace 
Page,  Mary  Evelyn 
Ryan,  Katherine  Helen 
Robinson,  Katherine  Prances 
Ryan,  Margaret  Veronica 
Stafford,  Dell  Rosamond 
Varno,  Geraldine  C. 

Wolfe,  Rebecca  B. 


Saratoga  Springs 
Plattsburg 
Chazy 
Ticonderoga 
Plattsburg 
Chazy 
Whitehall 
Plattsburg 
Keeseville 
Rouses  Point 
Stowe,  Vt. 
Rouses  Point 
Keeseville 
Port  Henry 
Plattsburg 


Kindergarten-primary  course 


Hudson,  Coranell  Mabel 


Plattsburg  Lansing,  Kathryn  Prescott 


Plattsburg 


126 


Commercial  course 


Birdlebough,  Iva  Cornelia 
Carr,  Kathryn  A. 

Cogan,  Kathryn  Louise 
Callis,  Evangeline  Propson 
Dorwaldt,  Clara  Louise 
Dayton,  Helen  M.  R. 

Fish,  Bessie  S. 

Fish,  Mildred  Ethel 
Ives,  Bessie  Ann 
Oothoudt,  Elizabeth  M. 


Cortland 
Salem 
Saratoga  Springs 
Poughkeepsie 
Catskill 
Plattsburg 
Fort  Edward 
Fort  Edward 
Walton 
Cortland 


Osterhaudt,  Leslie  E. 
Russell,  Mary  Morgan 
Race,  Melissa  Genevieve 
Riggs,  Harold  Arthur 
Streeter,  Vianna  J. 
Smith,  Frances  DeLord 
Wilson,  Mary  Brown 
Weaver,  Jessie  Winifred 
Winnie,  Grace  Munro 


Scotia 
Schenectady 
Ilion 
Turin 
Johnstown 
Plattsburg 
Rome 
Morrisonville 
Fort  Edward 


STATE  NORMAL  SCHOOL  AT  POTSDAM 


GRADUATES,  IQ  1 3 

Elementary  teachers  course 


Agnew,  Florence  Gladys 
Alexander,  Lillian  Katherine 
Barnard,  Nina 
Barnhart,  Adda  Catherine 
Bartholomew,  Bernice  May 
Bellows,  Eva  Katherine 
Bellows,  Lulie  May 
Bradley,  Eva  Ellen 
Bradley,  Vida  Victoria  Kathleen 
Briggs,  Mabel  Elizabeth 
Broderick,  John  Henry 
Buckley,  Mary  Teresa 
Cahill,  Helen  Louise 
Canton,  Esther  Louise 
Carlisle,  Frances  Mary 
Cleland,  Myrtle  Eveline 
Connelly,  Edgar  Anthony 
Connolly,  Mary  Margaret 
Converse,  Iva  Louise 
Copps,  Abbie  Maryette 
Corp,  Georgia  Pearl 
Crandall,  James  Benham 
Day,  Grace  Jeanette 
Dayton,  Mary  Grace 
Dickerman,  Alma  Ruth 
Dumas,  Blanche  Ora 
Earle,  Mildred  Frederica 
Eiger,  Anita  Isora 
Elliott,  Harold  Robert 
Elsey,  Ruth  Mae_ 

Emery,  Oliver  Orin 
Fay,  Edna  Veronica 
Fay,  Lulu  Julia 
Finnegan,  Agnes 
Gerlough,  Eva  Mae 
Garvey,  Ella  Irene 
Gilmour,  Grace  Elizabeth 
Griffin,  Anastasia 
Guiney,  Gertrude  Anna 
Haig,  Bessie  Faith 
Haig,  Ethel  Irene 
Hayes,  Anna  Veronica 
Hayes,  Estella  Janes 
Hays,  Mildred  Leone 
Haywood,  Leah  Marie 
Hildreth,  Ruby  Annette 
Hilling,  Isabella  Elizabeth 


Potsdam 
Deferiet 
Canton 
Potsdam 
Potsdam 
Bannerhouse 
Bannerhouse 
Potsdam 
Ogdensburg 
Watertown 
Ellenburg  Depot 
Brasher  Falls 
Fine 
Massena 
Malone 
Eneryville 
Potsdam 
Potsdam 
Potsdam 
Chauteaugay 
La  Fargeville 
Hannawa  Falls 
Ogdensburg 
Potsdam 
Carthage 
Evans  Mills 
Owl’s  Head 
Massena  Springs 
Potsdam 
DeKalb 
West  Stockholm 
Potsdam 
Potsdam 
Saranac  Lake 
Watertown 
Massena 
Morristown 
Carthage 
Potsdam 
Madrid  Springs 
Madrid  Springs 
South  Colton 
Colton 
Potsdam 
Potsdam 
Potsdam 
Sacketts  Harbor 


Hodge,  Ethel  May 
Hough,  Burnetta  Grace 
Hubbard,  Mabel  Edna 
Hughs,  Ella  Mae 
Ives,  Florence  May 
Jones,  Margaret  Catherine 
Kellaher,  Anna  Mae 
Kellogg,  Vera  May 
Lance,  Nellie  Mae 
Lanktree,  Marcia  Blanche 
Lawrence,  Lottie  E. 

Leonard,  Onna  Tressa 
Loyd,  Lillian  Inez 
Martin,  Veronica  Marie 
Matthews,  Anna  Laura 
Matthews,  Letitia  May 
Maxwell,  Florence  Cameron 
McCulloch,  Margaret  Estelle 
McKillip,  Elizabeth  Maude 
Moore,  Margaret  Louise 
Mosher,  Charlotte  Alvira 
Murphy,  Veronica 
Olmstead,  Harry  Lester 
Olmstead,  Stella  Lovisa 
O’Neil,  Anastasia  Elizabeth 
Orr,  Bessie  Rice- 
Page,  Gladys  Alice 
Ramsdell,  Dorothy 
Reid,  Helen  Adelaide 
Roach,  Mary  Agnes 
Robertson,  Lome  Stuart 
Rhodes,  Annie 
Santway,  Marion 
Severance,  Mae  Pearl 
Simmons’,  Lucy  Maud 
Spencer,  Lou  Fedelia 
Sterling,  Alice  Bradford 
Sullivan,  Lela 
Sweat,  Mildred  Hudson 
Thomas,  Nina  Orlettie 
Utley,  Grace  Mae 
Van  Dyke,  Marguerite  M. 
Wainwright,  Grace  Elizabeth 
Wells,  Pearle  Margaret 
Wheeler,  Carrie  Louise 
White,  Laura  Boyd 


Watertown 
Potsdam 
Rochester,  Vt, 
Manns  ville 
Ticonderoga 
Remsen 
Winthrop 
Lowville 
Three  Mile  Bay 
Potsdam 
Massena 
DeKalb  Junction 
Ogdensburg 
Potsdam 
Nichol  ville 
Massena 
Utica 
Brown  ville 
Saranac  Lake 
Malone 
Nichol  ville 
Massena 
Hannawa  Falls 
Potsdam 
Massena 
Potsdam 
Parishville 
Dickinson  Center 
Hammond 
Potsdam 
Madrid 
Ilion 
Malone 
Potsdam 
Potsdam 
Brushton 
Potsdam 
Talcville 
Ticonderoga 
Adams  Center 
Pulaski 
Rensselaer  Falls 
DeKalb  Junction 
Lisbon 
Potsdam 
Morristown 


Kindergarten-primary  course 


Allen,  Anna  Pearl 
Bresee,  Mabel  Mildred 
Clark,  Gertrude  Marion 
Clark,  Mary  Katherine  _ 
Connolly,  Grace  Catherine 
Coy,  Lucena  Estella  , 
Hastings,  Bernice  Laura 
Lehman,  Violet  Frances 
Logan,  Helen  Frances 
Loiselle,  Ethel  Marion 
McClise,  Olive  Irene 


Hammond  McLeod,  Winnifred  Bessie  Fine 

Parishville  Roy,  Nellie  Redwood 

Canton  Saunders,  Amy  Veda  Moira 

Ogdensburg  Simmons,  Margaret  Clara  Potsdam 

Norfolk  Stewart,  Margaret  Clara  Potsdam 

Rensselaer  Falls  Stone,  Nina  Adelaide  Potsdam 

DeKalb  Junction  Sturtevant,  Laura  A.  _ Theresa 

Sackets  Harbor  Sylvester,  Nette  Garphelia  Black  River 

Waddington  Tucker,  Constance  Olivia  Parishville 

Lowville  Van  Dresser,  Beatrice  Gloversville 

Morristown 


